Grammar, basic writing, experimental intervention, active learning, pilot study
This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either “Standard” or “Experimental,” according to the method administered in the classroom. The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.
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Master of Arts (M.A.)
College of Arts and Humanities
English; Rhetoric and Composition
Length of Campus-only Access
Masters Thesis (Open Access)
Arts and Humanities -- Dissertations, Academic, Dissertations, Academic -- Arts and Humanities
Roney, Joshua, "Evaluating Teaching Grammar In Specific Constraints Of Context: A Pilot Study In The Developmental Writing Program At Seminole State College" (2012). Electronic Theses and Dissertations. 2416.