Abstract:
The study analyzed the effects of product approach to language writing skills on students’ performance.Product
approach stresses on the final result of the writing process that writers go though in composing texts. The
purpose of this study was to find out the effects of product approach to English language writing skills on
students’ performance within selected secondary schools of Kenya. The objectives were to determine the
students’ performance in the writing test before and after instruction using the product approach, and to
analyze the effect of product approach on students’ performance in English language writing test within
selected secondary schools of Kenya. The study sample comprised 206 students and 2 English language
teachers from 6 counties. A written task and lesson observation was used to collect data which was analyzed
using descriptive and inferential statistics that included t-test and one-way analysis of variance (ANOVA). Data
analysis revealed that product approach to writing skills had no significant effect on students’ performance in
the writing test (t = 0.115, p> 0.05). It was concluded that product approach did not improve students’
performance in writing skills. Based on these findings it was recommended that teachers of English language
should use other effective approaches to improve students writing skills.
