Abstract

The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students’ writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students’ attitudes toward writing.

摘要

本研究的目的是确定基于过程的写作模块教学计划 (PBWMIP)，在图形组织者和形成性评估的支持下，对二年级小学生的写作作文和写作态度的影响。这项准实验研究设计研究是对 40 名二年级学生进行的，他们被选为实验组或对照组。数据是通过书面文本和与写作相关的态度量表收集的。实验组和对照组的前测和后测分数通过双因素方差分析进行分析。结果表明，虽然各组之间在写作质量方面存在统计学上的显着差异，但有利于实验组，