ERIC Number: ED441255
Record Type: RIE
Publication Date: 2000-Apr
Journal Writing in the Elementary School: Word Processor vs. Paper and Pencil.
Padgett, Ann L.
The purpose of this study was to examine the quantity of words written by an intermediate elementary student when paper and pencil are used and compare it with the quantity of words written with a computer. One fifth-grade magnet homeroom consisting of 16 students was involved in this study. The participants were randomly placed into two groups. Before the experimental period began, the students were exposed to a keyboarding program called Mavis Beacon. The treatment group used eMates, while the control group used paper and pencil. During the daily journal writing time, which lasted 10 minutes for 20 days, one group wrote their journal with paper and pencil and the other group used their eMates. After five days of journal writing the groups switched. Both groups finished the study with 10 days of using their eMate and 10 days of using paper and pencil. Each day of the experiment, the journals were collected and word totals were counted. At the end of 20 days of journal writing the number of words written by each student was added. Each student had two totals, one word total for treatment and one word total for control. The student totals were averaged to arrive at the mean score for treatment and control. The control and treatment groups were compared using a t-test. The test revealed that there was not a significant difference. The researcher recommends that computers be made available to students that are involved in a writing activity. Using a word processor greatly increases interest in the activity. Due to the increase in interest, a student with a written expression deficit would benefit from this opportunity. Appendixes contain a list of journal topics and permission letters. Contains 18 references. (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Research Paper, Johnson Bible College.