An Analysis of the Effect of Writing-to-Learn Activities Regarding Students’ Academic Achievement and Self-Regulation Skills in Writing
Abstract
The aim of this study is to investigate the impact of writing-to-learn activities on students’ academic achievement and self-regulation skills in writing. Using the quasi-experimental design, the study was performed involving 64 eighth grade students, who were studying in two different classrooms at the same secondary school. The students in the experimental group were handed out a number of writing-to-learn activities, while those in the control group were taught according to the current curriculum during the application. The academic achievement test, self-regulation scale for writing, and holistic assessment rubric were designated as the required tools for data collection. As a result of the application, the academic achievement and self-regulation skills of the students in the experimental group were found higher than those of the students in the control group. It was also noted that the experimental group showed a development over time to integrate the information they learned, and to present it as a new product with their own expressions after the process of reviewing, planning, sorting and organizing. The students in the experimental group showed a great deal of interest in writing-to-learn activities and were willing to participate in them. It is believed that the writing-to-learn model, which seems to have positive effects on learning processes, may be a desirable option to come up with effective and high-quality teaching methods.
Keywords
The Turkish Republic and History of Revolution and Atatürk’s Principles,, Writing-to-Learn Model,, Academic Achievement
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