The effect of teacher intervention, role modeling, and a gender-balanced bulletin board design on 10th grade male students' writing apprehension

<p>The first goal of this study was to identify any preexisting differences in the levels of writing apprehension between males and females in a sample of 85 10th grade high school students enrolled in English classes available during a spring 2002 student teaching placement. An adapted form of John A. Daly and Michael D. Miller's (1975) Likert-scaled Writing Apprehension Measure was used to assess the participants' levels of apprehension. Results of the first survey revealed that male participants did display a higher level of writing apprehension but the difference did not reach a level of statistical significance (<em>p</em> < .05). The second phase of the study involved a 4-month treatment period that included teacher intervention, role modeling, and a gender-balanced bulletin board design in an attempt to make a positive change in the male students' levels of writing apprehension. The same survey was administered to 36 males and 36 females following treatment to determine if any change occurred. A two-way analysis of variance (ANOVA) revealed there was no statistically significant effect of treatment on either the male or female participants (<em>p</em> < .05); however, a decrease in the levels of writing apprehension was seen in the means of the scores across all groups.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Sociocultural Education

Year dc:date.available

2002

Author dc:creator

• Bartolomeo, Laurie

Contributors dc:contributor

• Jorgensen, Donna W.

• English language--Rhetoric--Study and teaching (Secondary); Tenth grade (Education)
• Secondary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1396

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2396