A quantitative one-group pretest-posttest design assessed the treatment of e-mail feedback from a writing professional via an online writing lab to traditional on-campus university students. The 126 participants at a southeastern Florida campus had 4-week classes with essay-writing as a requirement. A dependent paired samples t test evaluated the participants measured in pretest and posttest settings. A repeated measures design produced data matched on 4 variables of organization, grammar, content, and word usage and spelling. Participants receiving targeted e-mail feedback had increases from mean pretest to posttest scores in all four categories, and paired samples t tests indicated a statistically significant difference between sets of scores for organization, t(81) = -4.347, p = .05 (two-tailed); grammar, t(81) = -6.099, p = .05 (two-tailed); content, t(81) = -3.869, p = .05 (two-tailed); and word usage and spelling, t(81) = -6.251, p = .05 (two-tailed). For participants receiving only traditional in-class feedback, mean scores from pretest to posttest decreased, and paired samples t tests indicated a statistically insignificant difference between pretest and posttest scores for all 4 variables. Descriptive data and correlation scores were considered, and the hypothesis was rejected that stated based on the participants' admissions evaluation scores, the treatment would show a greater increase in rubric scores from participants with lower than median admissions evaluation scores as opposed to students with higher than median admissions evaluation scores. The hypothesis was also rejected that stated non-native English speaking as opposed to native English-speaking would show greater increases in rubric scores.appointed agencies concerned with writing improvement for higher education. The researcher also ... social backgrounds, and (c) summary and argumentative essay writing can potentially improve studentsa#39; writing outcomes. From the findingsanbsp;...
|Title||:||Reducing College Students' Writing Deficiencies Utilizing Online Remediation Approaches|
|Author||:||Jeffrey N. Isaac|
|Publisher||:||ProQuest - 2008|