Effects of structured writing strategies in the high school history classroom

Abstract

PurposeThis action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.Design/methodology/approachCollected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview.FindingsThe findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included.Originality/valueThe findings informed the teacher that general writing skills could be applied across the curriculum.

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“…Vaughan (2019) highlighted how action research empowers teachers to investigate their own classroom practices, leading to a deeper understanding of students' needs and more effective instructional strategies. In the same vein, Bennett et al (2022) thoroughly explained the concept of action research as a rigorous inquiry process that bridges the gap between theory and practice, fostering critical thinking and results-based decision-making. This method also empowers teachers to become active agents in their professional development, encouraging them to engage in reflective practice and continuous learning.…”