Academic Journal
The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation
| Τίτλος: | The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation |
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| Γλώσσα: | English |
| Συγγραφείς: | Sever, Esra (ORCID |
| Πηγή: | International Electronic Journal of Elementary Education. Jun 2022 14(5):587-603. |
| Διαθεσιμότητα: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Ημερομηνία έκδοσης: | 2022 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Cooperative Learning, Writing (Composition), Self Control, Student Motivation, Writing Skills, Writing Achievement, Foreign Countries, Elementary School Students, Grade 4 |
| Γεωγραφικοί όροι: | Turkey |
| ISSN: | 1307-9298 |
| Περίληψη: | The study examines the effects of collaborative learning techniques on written expression, self-regulation and writing motivation. It was designed according to the pre-test-posttest control group experimental model. The research was conducted during the 2017-2018 academic year with a total of 88 students in in one control and two experimental groups. The first experimental group performed writing exercises according to Co-Op Co-Op and the second experimental group utilized the STAD technique. The control group, on the other hand, carried out writing studies according to the Turkish Lesson Teaching Program (MEB, 2018). Data were collected via a Personal Information Form, 6+1 Analytical Writing and Evaluation Scale, Writing Oriented Self-Regulation Scale and Writing Motivation Scale and were analyzed with the SPSS program. When the findings are examined, a significant difference was seen between the experimental groups and the control group's post-test score average for self-regulation in writing. No significant difference was found between the written expression skills and writing motivation post-test mean scores. |
| Abstractor: | As Provided |
| Entry Date: | 20230101 |
| Αριθμός Καταχώρησης: | EJ1364169 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 1307-9298 |
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