NotesFAQContact Us
Search Tips
ERIC Number: ED310411
Record Type: Non-Journal
Publication Date: 1989
Pages: 105
Abstractor: N/A
Reference Count: N/A
The Effectiveness of Peer Collaboration on the Writing of Female Freshman Composition Students: A Preliminary Study.
Hasley, Linda
A study investigated the effect or lack of effect of peer collaboration on the writing of female freshman composition students. Four freshman composition classes conducted by two experienced instructors participated in a 3-week study. One instructor taught two classes by teacher-lecture and teacher-led discussions exclusively. Another instructor taught two classes using peer collaborative grouping almost exclusively. Research guidelines from George Hillocks and scoring guidelines by Charles Cooper were used. The students were given a pretest and a posttest, which were scored according to a seven-point general impression marking scale. An analysis of variance of the raw scores showed no statistically significant difference between the females and males in either the teacher-lecture groups or the peer collaboration groups. In the teacher-lecture treatment, the females made some improvement in their overall writing skills, but in the peer collaboration treatment, the females showed a loss, which suggests the possibility that females do not fare as well as males in group situations. Perhaps the most significant discovery was that the terminology regarding peer collaboration, collaborative learning, grouping, etc. is not clearly defined in composition research, and that until this omission is corrected, collective research in this area will continue to be vague, disconnected, and difficult to interpret by those interested in peer collaboration as a way of teaching writing. (Ten tables of data are included; seven student essays and 79 references 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