Meaningful Learning Experiences in the development of Paragraph Writing
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Date
2024-04
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Abstract
Description
This study investigates the impact of meaningful learning experiences on the
development of written paragraphs among fifth-year students at the Angel Polibio
Chaves Millennium Educational Unit using a quasi-experimental research design.
The research aims to assess the effectiveness of these experiences compared to
traditional instruction. Data collection includes pre-tests and post-tests, designed
through an A2 Flyers of Cambridge, to measure students' proficiency in paragraph
writing before and after the intervention. Results indicate a significant improvement
in students' writing skills, with increased coherence, organization, vocabulary
usage, and argument development. Pedagogical strategies implemented during the
intervention, such as deliberate practice and formative feedback, contributed to this
improvement. Additionally, students' preferences and perceptions towards English
paragraph writing activities showed a positive response, indicating increased
motivation and engagement. Statistical analysis using Student's t-test supports the
hypothesis that meaningful learning experiences positively impact students'
acquisition of writing skills. Overall, the findings suggest that integrating
meaningful learning experiences into English language instruction can effectively
enhance students' paragraph writing abilities.
Keywords
PRE-TESTS AND POST-TESTS, , STATISTICAL ANALYS, QUASIEXPERIMENTAL RESEARCH DESIGN, MEANINGFUL LEARNING EXPERIENCES, PEDAGOGICAL STRATEGIES, STATISTICAL ANALYS