Date of Award
Master of Science (MS)
choice, performance feedback, writing performance
Psychology | Social and Behavioral Sciences
Research has indicated that the majority of students in the United States are not able to write at the proficient level (Persky et al., 2003). Prior research has demonstrated that performance feedback interventions successfully lead to students’ gains in writing fluency (Hier & Eckert, 2014; Hier & Eckert, 2016; Truckenmiller et al., 2014), and that providing students with academic choices benefits their academic performance (Dickerson & Creedon, 1981; Steinman 2017). The goal of this study was to examine the combined and isolated effects of two academic interventions (i.e., providing writing prompt choices and performance feedback) on third-grade students’ writing performance. A total of 70 third-grade students were randomly assigned to either the (a) performance feedback condition (n = 24); (b) choice condition (n = 23); and (c) performance feedback and choice condition (n = 23). Results of this study indicated that there were no statistically significant differences in students’ writing performance between the three conditions. Implications for developing effective writing interventions that target student motivation and writing are discussed.
Circe, Josh, "Examining The Efficacy Of Providing Writing Prompt Choices And Performance Feedback: A Randomized Controlled Trial" (2021). Theses - ALL. 477.