Impact of an epistemic-suggestive feedback program with ICT resources on the writing of argumentative texts

Abstract

To face the challenges caused by the COVID-19 health emergency, many Peruvian universities have implemented digital resources to support the learning processes of written argumentation. However, these resources require further support to achieve satisfactory learning outcomes. Therefore, the objective of this research is to analyze the impact of an epistemic-subjective feedback program mediated with digital resources on argumentative writing in university students. The approach is quantitative to compare initial and final values of the effect of the program in two groups (control and experiment). The sample comprised 338 students and the results were analyzed with a rubric. This rubric measurement was specifically designed and elaborated for the purpose of this investigation. The results showed that the feedback had a significant impact on the experimental group, since it reached the Outstanding level (17.39); On the other hand, the control group reached the Expected (14.97), which meant that the epistemicsubjective approach with ICT resources, used progressively and rationally for feedback, helped to improve their texts. However, it was possible to verify that the program mainly improved the level associated with the content (pertinence of ideas, in solidity of the explanation and in the relationships of ideas), which allowed students to enhance their ability to argue and support their reasons with logical facts.