Enhancing the Writing Skills of Grade 11 STEM Students through Process Approach via Virtual Classroom.
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| Title: | Enhancing the Writing Skills of Grade 11 STEM Students through Process Approach via Virtual Classroom. |
|---|---|
| Authors: | Corbita, Jackie Lou C.1 |
| Source: | Psychology & Education: A Multidisciplinary Journal. 2025, Vol. 39 Issue 1, p25-31. 7p. |
| Subject Terms: | *Writing processes, *Virtual classrooms, *STEM education, *Mixed methods research, *Curriculum planning, *Student engagement, *High school students, *Academic discourse |
| Abstract: | In the context of 21st-century education, integrating technology into pedagogy, such as using virtual classrooms, offers writing teachers effective tools to sustain student engagement. The process approach to writing, which emphasizes stages like planning, drafting, and revising over final output and linguistic accuracy, aligns well with technological tools to develop students' writing habits in innovative ways. This study aimed to enhance the writing skills of 90 Grade 11 STEM students through the implementation of the Process Approach to Writing in a virtual classroom setting, with the dual objectives of improving student writing performance and innovating pedagogical practices in writing instruction. Employing an explanatory sequential mixed-methods research design, the study utilized validated, researcher-developed instruments to collect both quantitative and qualitative data. Instruction focused on position paper writing, guided by the five stages of the process approach: prewriting, drafting, revising, editing, and publishing. Quantitative findings indicated a statistically significant improvement in students' writing performance, as evidenced by the comparison of pretest and posttest scores. Qualitative data further revealed two key themes related to learners' experiences in virtual classrooms: (1) collaborative engagement and peer interaction, and (2) technical challenges and interruptions. The integration of quantitative and qualitative data highlighted three emergent constructs: (a) the value of peer collaboration and feedback, (b) the iterative nature of the writing process, and (c) persistent challenges in virtual learning environments. Overall, the findings suggest that the Process Approach to Writing, when implemented in a virtual classroom, is an effective strategy for enhancing students' writing competencies. The results have implications for the development of instructional strategies for teaching writing in online learning contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186070722 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186070722 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.70838/pemj.390104 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 25 Subjects: – SubjectFull: Writing processes Type: general – SubjectFull: Virtual classrooms Type: general – SubjectFull: STEM education Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Student engagement Type: general – SubjectFull: High school students Type: general – SubjectFull: Academic discourse Type: general Titles: – TitleFull: Enhancing the Writing Skills of Grade 11 STEM Students through Process Approach via Virtual Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Corbita, Jackie Lou C. IsPartOfRelationships: – BibEntity: Dates: – D: 07 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 28224353 Numbering: – Type: volume Value: 39 – Type: issue Value: 1 Titles: – TitleFull: Psychology & Education: A Multidisciplinary Journal Type: main |
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