A Mixed-Methods Study. Dichotomous Choice on Argumentative Essays: Is It Important?

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The experiment took place in nine sections of an introductory special education course as an authentic writing assignment. HLM analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. The interview data were integrated with the HLM results allowing for mixed methods meta-inferences to better understand the unexpected quantitative results.

Authors

• Angelique Aitken, University of Nebraska - Lincoln

• Steve Graham, Arizona State University, Editor Journal of Educational Psychology