Authors :
Julius L. Carlos; Maria Fatima A. Dayrit; Maycee K. Lozano; Rio C. Valencia; Erika O. Yanga; Dr. Grace A. Mendoza
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3ch6Ik9
DOI :
https://doi.org/10.5281/zenodo.6834270
Abstract :
Writing skill is one of the macro skills that is
considered as the most difficult skill to develop which
requires an appropriate pedagogy, instruction, setting
and platform. As the contemporary technologies
emerge, the educational setting and platform have also
been influenced thus technology-mediated instructions
and teaching also emerge. So much so, there are some
technology-mediated instructions and platforms that
need to be evaluated in terms of its effectiveness in
honing, enhancing and developing the skill and
competency of the learners. With all these in mind, the
researchers aimed to evaluate and determine the
effectiveness of technology-mediated instruction like
Jamboard as an interactive platform in improving the
writing competency of the English major students in
Stylistics and Discourse Analysis. The researchers
employed quasi-experimental method in which the
respondents are grouped as treatment group and
controlled group. With a p-value of 0.000, t-value of
5.940 and mean difference of 8.4000, the research study
revealed that there is a statistically significant difference
in the posttest scores between treatment and controlled
group. Therefore, the researchers concluded that the
null hypothesis is rejected which means that the
intervention is effective toward improving the writing
competency of the respondents. The researchers
strongly recommend further study using a mixedmethod relative to Jamboard as an interactive platform
toward students’ writing competency in order to
broaden the scope of knowledge, understanding and
findings based on the narratives and experiences of the
respondents.
Keywords :
Jamboard, Quasi-experimental, Significant difference, Stylistics and Discourse Analysis, Writing Skill
Writing skill is one of the macro skills that is
considered as the most difficult skill to develop which
requires an appropriate pedagogy, instruction, setting
and platform. As the contemporary technologies
emerge, the educational setting and platform have also
been influenced thus technology-mediated instructions
and teaching also emerge. So much so, there are some
technology-mediated instructions and platforms that
need to be evaluated in terms of its effectiveness in
honing, enhancing and developing the skill and
competency of the learners. With all these in mind, the
researchers aimed to evaluate and determine the
effectiveness of technology-mediated instruction like
Jamboard as an interactive platform in improving the
writing competency of the English major students in
Stylistics and Discourse Analysis. The researchers
employed quasi-experimental method in which the
respondents are grouped as treatment group and
controlled group. With a p-value of 0.000, t-value of
5.940 and mean difference of 8.4000, the research study
revealed that there is a statistically significant difference
in the posttest scores between treatment and controlled
group. Therefore, the researchers concluded that the
null hypothesis is rejected which means that the
intervention is effective toward improving the writing
competency of the respondents. The researchers
strongly recommend further study using a mixedmethod relative to Jamboard as an interactive platform
toward students’ writing competency in order to
broaden the scope of knowledge, understanding and
findings based on the narratives and experiences of the
respondents.
Keywords :
Jamboard, Quasi-experimental, Significant difference, Stylistics and Discourse Analysis, Writing Skill