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Improving Student Writing Fluency an...

Mason, Erin Siobhan.

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Improving Student Writing Fluency and Writing Self-Efficacy Through Blogging.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Student Writing Fluency and Writing Self-Efficacy Through Blogging./
Author:	Mason, Erin Siobhan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	123 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31340776
ISBN:	9798382608389

Improving Student Writing Fluency and Writing Self-Efficacy Through Blogging.
Mason, Erin Siobhan.

Improving Student Writing Fluency and Writing Self-Efficacy Through Blogging. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 123 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ed.D.)--University of Dayton, 2024.

This dissertation examines the effectiveness of blogging to improve student writing fluency and writing self-efficacy in ninth-grade English courses at Mount St. Mary Academy. Utilizing a case study approach with convergent mixed methods, a paired samples t-test found no statistically significant changes in pre- and post-assessments of general and writing self-efficacy over an eight-week period. A bivariate correlation revealed a moderately positive linear and statistically significant relationship between SESAW (pre- and post-assessment) and WCVALUER scores-indicating a strong association between initial self-efficacy and writing fluency development. Furthermore, specific blogging activities, such as reflective pieces following a communal class retreat, showed significant correlations with the SESAW and WCVALUER. The qualitative analysis revealed both positive and negative perceptions of writing among students, highlighting areas of stress and anxiety alongside opportunities for engagement and growth. Implications for practice include program refinements and tailored interventions to meet student needs, supported by ongoing faculty development programs. Future research could explore unique correlations observed in this study, particularly relating to communal experiences like the class retreat. While this study adds to the understanding of blogging as a tool for enhancing student writing outcomes, continued research and refinement of instructional practices are essential for maximizing its effectiveness in educational contexts.

ISBN: 9798382608389Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Blogging

Improving Student Writing Fluency and Writing Self-Efficacy Through Blogging.
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500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Kelly, Kevin R.
502 $a Thesis (Ed.D.)--University of Dayton, 2024.
520 $a This dissertation examines the effectiveness of blogging to improve student writing fluency and writing self-efficacy in ninth-grade English courses at Mount St. Mary Academy. Utilizing a case study approach with convergent mixed methods, a paired samples t-test found no statistically significant changes in pre- and post-assessments of general and writing self-efficacy over an eight-week period. A bivariate correlation revealed a moderately positive linear and statistically significant relationship between SESAW (pre- and post-assessment) and WCVALUER scores-indicating a strong association between initial self-efficacy and writing fluency development. Furthermore, specific blogging activities, such as reflective pieces following a communal class retreat, showed significant correlations with the SESAW and WCVALUER. The qualitative analysis revealed both positive and negative perceptions of writing among students, highlighting areas of stress and anxiety alongside opportunities for engagement and growth. Implications for practice include program refinements and tailored interventions to meet student needs, supported by ongoing faculty development programs. Future research could explore unique correlations observed in this study, particularly relating to communal experiences like the class retreat. While this study adds to the understanding of blogging as a tool for enhancing student writing outcomes, continued research and refinement of instructional practices are essential for maximizing its effectiveness in educational contexts.
590 $a School code: 0327.
650 4 $a Pedagogy. $3 2122828
650 4 $a Technology education. $3 3423978
650 4 $a Rhetoric. $3 516647
650 4 $a Language arts. $3 532624
650 4 $a Secondary education. $3 2122779
650 4 $a Education. $3 516579
653 $a Blogging
653 $a Writing self-efficacy
653 $a Writing fluency
653 $a English Language Arts
653 $a Blog
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690 $a 0515
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792 $a 2024
793 $a English
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