A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students
|Whited, Frances Moroney
|Clark, Anita J.
|The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom.
|Structured vs. Unstructured
|A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students
|Education and Human Development
|Master of Science in Education (MSEd)
|Education and Human Development Master's Theses
|The College at Brockport