Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

Table 6

Paired sample t-test results of the EG in the before- and after-conventional treatment in the use of writing strategies.

Variables	Measurements	N	Mean	S.D	t-Value	DF	Sig	Effect size	Relative size	In (%)
Cognitive writing strategies	BT	56	2.46	1.089	−16.756	55	0.001	0.69	Moderate	79
	AT	56	4.18	0.688
Meta-cognitive writing strategies	BT	56	2.48	0.942	−20.883	55	0.001	0.73	Moderate	79
	AT	56	4.22	0.689
Compensation writing strategies	BT	56	2.46	1.098	−14.783	55	0.001	0.70	Moderate	79
	AT	56	4.24	0.665
Social writing strategies	BT	56	2.43	1.176	−49.303	55	0.001	0.74	Moderate	79
	AT	56	4.45	0.563
Affective writing strategies	BT	56	2.23	1.038	−15.577	55	0.001	0.74	Moderate	79
	AT	56	4.16	0.689