This research examines cohesive devices' influence on writing quality in secondary school students, suggesting improvements for vocabulary instruction and teaching approaches.
Key Points
Cohesive device usage strongly correlates with writing quality, showing a positive relationship (r = 0.787, p < 0.001).
70.15% of devices used were lexical cohesive devices, with repetition being the most frequently applied device (69.9%).
Stratified random sampling involved fifty compositions from sixteen secondary schools in Njoro Sub-County, Kenya.
Inadequate teaching materials identified as a challenge for effective instruction on cohesive devices (62.9%).