Exploring the Role of Edublog Writing Instruction on Ninth-Grade Students’ Writing Performance

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
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Abstract

This research examined Edublog writing instruction versus traditional methods on ninth-grade students’ writing performance. Fifty ninth-grade students were divided into experimental and control groups for six weeks. The experimental group received writing mini-lessons in Edublog format, while the control group utilized traditional paper-based methods. Quantitative data were analyzed using independent and paired samples t-tests to determine if Edublog instruction significantly improved writing performance. The results demonstrated that Edublog writing instruction significantly improved ninth-grade students’ writing performance compared to traditional teaching methods. While both groups showed improvement, the experimental group made more significant gains. These findings offer valuable insights for educators who want to improve English language arts instruction and strengthen writing skills among students.

Authors

• Lizette Safille, Florida International University

• Jacqueline Lynch, Florida International University