Bridging the Gender Achievement Gap in Literacy: A Comparative Analysis of Task-Based and Conventional Writing Strategies

Abstract This study investigates the impact of the Task-Based Instructional Strategy (TBIS) on the academic performance of senior secondary school students in essay writing, with a focus on gender dynamics and learner engagement in the Enugu Education Zone, Nigeria. Utilising a quasi-experimental design, the research involves 650 Senior Secondary II students and compares the effectiveness of TBIS to traditional Lecture methods. Data are collected through pre-test and post-test assessments of students’ essay writing skills, focusing on key dimensions such as content relevance, organisation, expression, and mechanical accuracy. The findings indicate that students taught using TBIS significantly outperformed their peers in the control group, demonstrating greater engagement and improved writing skills across both genders. Notably, the results reveal no significant difference in writing performance between male and female students in the TBIS group, suggesting that TBIS effectively mitigates traditional gender disparities in academic achievement. The Analysis of Covariance (ANCOVA) confirms that the method of instruction is a significant predictor of success, reinforcing the potential of TBIS as a universal teaching strategy. This research contributes to the existing literature on gender and educational methodologies by highlighting how task-based approaches can enhance student outcomes in literacy. The study underscores the importance of adopting innovative teaching strategies that foster collaboration and active learning, ultimately promoting equity in educational settings. Keywords: Task-Based Instruction, gender dynamics, learner engagement, essay writing, Nigeria