EVALUATION OF PUNCTUATION ERRORS AND CODE-MIXING IN ESSAY WRITING WITHIN ENGLISH LANGUAGE CURRICULUM OBJECTIVES AMONG SENIOR SECONDARY STUDENTS IN OGBA/EGBEMA/NDONI, RIVERS STATE

Abstract

Effective essay writing is central to achieving English language curriculum objectives, yet many students continue to struggle with punctuation and the intrusion of code-mixing. Punctuation errors distort meaning, reduce coherence, and lower assessment outcomes, while code-mixing, though reflective of bilingual realities, often undermines the standard expected in formal writing.  The study employed a survey research design in Ogba/Egbema/Ndoni LGA of Rivers State, targeting 2,433 senior secondary students across four schools in Omoku. Using Krejcie and Morgan’s table, a sample of 335 students was selected through simple random sampling. Data were collected with a validated and reliable 20-item questionnaire (SMLEEWSSSQ), structured on a four-point scale. Out of 335 distributed copies, 295 were retrieved. Data were analyzed using arithmetic mean, with results interpreted based on real limits of numbers. Findings show punctuation significantly affects essay writing among students. Frequent omission of marks (mean = 3.54) and reduced scores from lack of punctuation (3.90) were noted, while proper use improved flow (3.60) and readability (3.19). Weak punctuation skills also hindered writing proficiency (3.25). The cluster mean (3.49) indicates high importance but inconsistent application. Regarding code-mixing, students mix languages when lacking vocabulary (3.19) and this negatively impacts essay performance (3.65). Teachers discourage it (3.25), though its influence from Nigerian Pidgin is evident (3.13). The cluster mean (3.16) confirms code-mixing remains a notable challenge. The study recommends targeted instruction and corrective feedback to strengthen punctuation use and minimize code-mixing in line with curriculum goals.