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Improving Grade 10 Students’ Expository Writing through Concept Mapping and Freewriting: A Quasi-Experimental Study |
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| รหัสดีโอไอ | |
| Creator | Mary Roxanne E. Abella |
| Title | Improving Grade 10 Students’ Expository Writing through Concept Mapping and Freewriting: A Quasi-Experimental Study |
| Contributor | Kurt S. Candilas |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2567 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 2 |
| Journal No. | 1 |
| Page no. | 51-64 |
| Keyword | concept mapping, expository writing, freewriting |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/515 |
| ISSN | 2822-1311 |
| Abstract | Good writing skills are essential for students to succeed academically. The purpose of this research was to determine the effectiveness of using concept mapping and freewriting in improving Grade 10 students’ expository writing in a public national high school in Villanueva, Misamis Oriental, Philippines. During the first week of classes, these students showed poor performance in the writing prompts given by the researcher. The study involved 37 participants in the experimental group and 42 in the control group. It aimed to compare the effectiveness of two different teaching methods, Concept Mapping and Freewriting. The research employed a quasi-experimental design and utilized a modified analytic rubric to assess the expository writing of both groups before and after applying these teaching interventions. Descriptive statistics, such as frequency, percentages, and means were utilized. T-Test for Paired Samples was also used to determine the significant difference between the students’ pretest and post-test results in expository writing, and T-Test for Independent Samples was employed to determine the difference in the score increment between the two groups. The findings reveal that both approaches were effective in improving students’ expository writing. This implies that both of the interventions were effective in improving the Grade 10 students' expository writing, however, Concept Mapping was found to be more effective than free writing. The study suggests the need to utilize these strategies in improving students’ expository writing and that further empirical investigation may be explored in another locale to increase the generalizability of the findings. |
