An 18-week experimental intervention tested the effect of the WAC strategy known as microthemes on math achievement of secondary students. The sample population included 231 students, with 106 in the experimental group and 125 in the control group, enrolled in six different math courses from basic to advanced, ninth to twelfth grade. Students in the experimental group were given a few minutes at the end of each class session to write a personal summary of the day's learning in complete sentences, using no more words than would fit on a 3" by 5" index card. Participating teachers offered no incentive to the students for completing the daily microthemes, and the student writing was not checked for accuracy, graded, or remediated. Standardized pre- and post-test scores were analyzed to determine the effect of daily microtheme writing on math achievement. Teacher responses were solicited in order to ascertain ease and value of the classroom implementation of the microtheme treatment. Results showed no significant difference in achievement between the experimental and control groups. but student microtheme samples and teacher survey responses illuminated problems that should be addressed in future research.
|Commitee:||McCollum, Pat, Shirley, Michael, Whited, Stephen|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Secondary education, Education philosophy|
|Keywords:||Math achievement, Metacognition, Microthemes, Writing across the curriculum, Writing to learn|
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