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Dissertation
Exploring Digital Collaboration and Corroboration for Enhancing High School Students’ Writing Proficiency
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
A concern exists that high school students do not develop the writing competence needed for college or career success. One explanation for why students do not write well is that schools do not adequately teach this complex skill. This quantitative longitudinal study examined whether collaborative process writing and corroborative feedback positively affected writing proficiency, confidence, motivation, and collaboration in a secondary language arts class. Systems theory was a suitable framework for this study because it explores how students promote critical thinking and collaborate to achieve learning outcomes. The dialogue between theory and practice is a central tenet of systems theory. The active systems framework describes the collaboration among students and feedback from teachers in a learning environment, including the intricacies of process writing and what teachers and students did and why. Participants selected from a large suburban district in South Carolina (N = 53) completed pre- and post-treatment questionnaires to measure self-efficacy (se = 72), motivation (m = 3.2), and collaboration (c = 4.0) in writing. Writing proficiency (w = 15.11) was measured pre- and post-treatment using a norm-referenced rubric. In this single-group study, participants engaged in collaborative prewriting, revising and editing, and digital conferencing over multiple iterations of process writing. Paired-samples t tests revealed statistically significant relationships between process writing and writing proficiency (p < .001), self-efficacy (p = .033), and motivation (p = .014). The time is right to reengage in dialogues surrounding writing pedagogy to support students with more corroboration from teachers and collaboration with peers.
Details
- Title
- Exploring Digital Collaboration and Corroboration for Enhancing High School Students’ Writing Proficiency
- Resource Type
- Dissertation
- Contributors
- Ashanka Kumari (Committee Member)Hongwei Patrick Yang (Committee Chair)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 176
- Copyright
- Unpublished work © Wesley Paul Davis
- Identifiers
- 99381469354106600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida