The effects of journal writing on academic achievement in high school Integrated Mathematics I

Publication Year:
1996
Usage 16
Downloads 12
Abstract Views 4
Repository URL:
https://rdw.rowan.edu/etd/2181
Author(s):
LaMarra, Jane
Tags:
Science and Mathematics Education
thesis / dissertation description
The purpose of this study was to determine if there was a significant difference in the level of academic achievement in responding to open-ended questions between those students who wrote in journals and those who did not write in journals, in an Integrated Mathematics I class.The sample consisted of thirty-three students from two Integrated Mathematics I classes; there were eighteen students who wrote in journals (the experimental group) and fifteen students who did not write in journals (the control group.) Integrated Mathematics I is a course designed for ninth grade non-college-bound students, where emphasis is placed on skills necessary for successful completion of the New Jersey High School Proficiency Test. Achievement tests containing open-ended questions were administered to both groups prior to and following the experiment. An independent t-test was performed to see if there was any significant difference in the level of academic achievement in responding to open-ended questions.The study indicated that there was no significant difference in academic achievement between those students who wrote in journals and those who did not write in journals.