Assessing Paragraph Knowledge among University Student Teachers: Insights from a Positivist Study

This study investigated the knowledge of paragraph structure and texture among Upper Primary Specialism student-teachers in the Department of Basic Student Education, School of Education and Life-Long Learning, University of Education, Winneba. Adopting a positivist paradigm, the research sampled 59 student-teachers, conveniently selected from an intact class taught by the researchers. Data were collected using a closed-ended questionnaire covering demographic information, knowledge of physical paragraph structure, and knowledge of paragraph texture. Frequencies and percentages summarised demographic data and assessed knowledge levels. The findings showed that student-teachers demonstrated a basic understanding of paragraph structure, particularly in recognising the functions of initial and final sentences and the role of a central idea. However, considerable gaps in their ability to provide detailed explanations, use linking sentences, and ensure the completeness of paragraphs emerged. With respect to paragraph texture, participants indicated some awareness of logical connectivity and the focus on a central idea. However, many struggled using linking words and phrases to achieve coherence, and only a minority could identify effective strategies to improve the flow of ideas. The study emphasises the importance of strengthening student-teachers’ paragraph writing skills to enhance their competence as future educators, since their ability to teach writing effectively depends on their own mastery of the skill. The study concludes with recommendations for targeted instructional interventions and further research to support the development of writing. The findings have significant implications for curriculum design and pedagogical practices in teacher education programmes.