Ministry of higher and secondary special educaion of the republic of uzbekistan

Conclusion
Writing skill plays a pivotal role to improve students’ exposure and competency for the purpose of communication and interaction. According to the nature of the examination system in Pakistan, the students are required to show their worth in writing in the classroom and examination hall as well. According to the results of this study, it can be concluded that the students can fill the missing letter where a single letter is required to fill in a word rather than filling the missing letters where more than one letter is required in a word. The results of this study reflect that students can use common parts of speech like verbs and nouns insentences but they feel difficulty in making sentences of adverbs and idioms. To investigate the difference in students’ performance in the writing sub-skills on gender bases was one of the key objectivesof this study. The null hypothesis (1-Ho) to be tested was, ‘there is no significant difference between the performance of male and female students in writing skills’. For this Independent Sampling, t-test was applied to investigate the difference between the performance of male and female students (Table 6). These results are similar to the findings of the research done by Berninger et al (1997). Contrary to this, the findings regarding the gender differences are different than that of the research carried out by Pajares, Miller, and Johnson (1999). Pajares, Miller, and Johnson (1999) found that girls performed better than boys. The results of the present research revealedthat there is no significance difference between the performance of male and female students in the competency of writing sub-skills. The results also indicate that the students’ performance in ‘past perfect continuous tense’ was comparatively better than that of other tenses mentioned in Table 3. As regards handwriting, the students showed better performance in writing those words that lie on upper three lines but they feel difficulty inwriting those words which lie on four lines.