شبكة المعلومات العربية التربوية

The ability to communicate well through writing is among the most basic skills expected of students in schools as well as society. Attitudes toward writing and writing instruction influence how students approach the task of writing. A pretest-posttest design method was used to compare 5th graders attitudes toward writing before and after completing preparation for a state mandated writing exam. Quantitative data were obtained from a rating scale survey administered to 215 students in two different schools. A two-way ANOVA was conducted on pre and posttest data to evaluate the effects of school and gender on student attitudes toward writing before and after preparing for and taking the state writing exam. Results revealed a negative shift in attitudes toward writing occurred in girls as well as boys in both schools participating in the study. The implications for teaching writing include improving student attitudes toward and motivation for writing with particular attention toward minimizing negative feelings which leads to avoidance behaviors. The recommendation is to help students understand how to use writing for real purposes and personal enjoyment in order to improve attitudes and encourage participation in writing activities. (Published abstract)