NotesFAQContact Us
Search Tips
ERIC Number: ED310399
Record Type: Non-Journal
Publication Date: 1989
Pages: 128
Abstractor: N/A
Reference Count: N/A
The Effect of a Writing Across the Curriculum Program on Students in an American History Class: Report on an Empirical Study.
Thompson, Mark
A study investigated the effects of Writing Across The Curriculum (WAC) on 23 freshman students concurrently enrolled in composition and history classes at the University of Oklahoma to determine whether the treatment affected student scores on essay exams, student achievement in the courses overall, and student attitudes about the influence of their university courses on one another. These students received regular instruction (i.e., lectures) in the history class but, in the composition class, did various writing exercises and one formal paper related to the history course. A control group was drawn from the same history section but received standard instruction in their composition courses. Essay exam responses and a survey were the data. The essays were scored by a history grader and by scorers using the Core Scoring method, a system developed for scoring police sergeant exams. The course grades given by the history instructor were also analyzed. The test scores were analyzed using a t-test procedure; the survey by chi-square. The treatment group members fared significantly better on the midterm exam and in the course overall. They also felt more strongly that their courses had an impact on one another. Findings suggest that a WAC program may heighten student comprehension and retention in history courses and may also affect student attitudes about the interdisciplinary nature of coursework. (Five tables of data are included; appendixes containing a questionnaire, syllabi, course schedules, exams, scoresheets, and student midterm and final essays and compositions are attached.) (Author/KEH)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A