The purpose of this quantitative study was to investigate the effects of a writing to learn intervention on sixth-grade students. Participants were students enrolled in a sixth-grade class in a Southeastern United States private school. Through random grouping, students were placed into two groups. The control group (N = 18) received skill practice drills and the intervention group (N = 20) received a writing to learn intervention with a word problem. The data collection period was six-weeks. An Analysis of Covariance (ANCOVA) was used to understand the impact of a writing to learn intervention and the impact on student achievement as measured by a posttest. The results indicated there was no statistically significant difference between students who received the intervention and those who did not receive the intervention (p = .133). The results also indicated that the covariates of gender (p = .660), class designation (p = .444), and ethnicity (p = .428) were not statistically significant. Discussed implications and limitations within this study illustrate the need for future research. Suggestions for future research included using different writing interventions, measuring different outcomes, conducting research over a more comprehensive time span, conducting research over different school settings, obtaining participants in a different grade level within the grades 6–8 category, researching the full scope of writing within the K-12 setting, or conducting a qualitative study rather than a quantitative study.
|Advisor:||Lacefield, William Otis|
|Commitee:||Kiper Riechel, Morgan E., Sliger, Bruce E.|
|Department:||Tift College of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Education, Mathematics education, Middle School education|
|Keywords:||Embodied learning, Metacognition, Writing, Writing across the curriculum, Writing to learn|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be