Assessing Paragraph Knowledge among University Student Teachers: Insights from a Positivist Study
Shine Lillian Gifty Agbevivi 
, Ernest Kwesi Klu , Emmanuel Sikitime & Vincent Demana
Issue: Vol. 6 No. 11 2025 Article 11 pp. 1201 – 1213
DOI : https://doi.org/10.38159/jelt.202561111 | Published online 28th November, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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.
Keywords: Paragraph Structure, Paragraph Texture, Student-Teachers, Coherence, Cohesion
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Shine Lillian Gifty Agbevivi is a Ghanaian academic whose work focuses on English language education, literacy development, and teacher professional learning. With over thirteen years of experience in tertiary teaching and mentoring, her research explores language proficiency, academic literacies, inclusive pedagogies, and the use of AI to support academic writing. She contributes actively to educational capacity-building and community-focused initiatives.
Ernest Kwesi Klu is a Professor of Educational Linguistics and English Language. He has lectured at the University of Namibia, Medical University of Southern Africa and currently at the University of Venda. He has published extensively in his fields of specialization. He has also supervised numerous post-graduate students. He has served as HoD and also Vice Dean. He has collaborated with colleagues in Africa and Europe. He is currently at the forefront of honing the research and supervision skills of emerging academics. He serves as an Editorial board member for several academic journals.
Thifhelimbilu Emmanuel Sikitime is a distinguished Senior Lecturer with over 15 years of academic experience, currently serving in the Faculty of Humanities, Social Sciences, and Education at the University of Venda, South Africa. He is part of the Department of English, Media Studies, and Linguistics, where he plays a pivotal role in shaping scholarship and pedagogy. Dr. Sikitime’s research centers on emergent literacy practices, with a strong emphasis on multimodal representation and multiliteracy pedagogy. His work explores how diverse modes of communication transform learning and meaning-making in contemporary educational contexts. Through his teaching and research, he champions innovative approaches that empower learners to navigate complex, multimodal environments.
Ndishunwani Vincent Demana is a lecturer in the Department of English, Media Studies, and Linguistics at the University of Venda, South Africa. He supervises postgraduate students and has published widely in peer-reviewed journals. His research focuses on English language teaching, academic writing, second language acquisition, and multilingual language use. With over fifteen years of experience in higher education, he is dedicated to advancing language education and supporting student success.
Agbevivi, Shine Lillian Gifty, Ernest Kwesi Klu, Emmanuel Sikitime, and Vincent Demana. “Assessing Paragraph Knowledge among University Student Teachers: Insights from a Positivist Study.” Journal of Education and Learning Technology 6, no. 11 (2025): 1201 – 1213. https://doi.org/10.38159/jelt.202561111.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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