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 (p < .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 (p < .05); however, a decrease in the levels of writing apprehension was seen in the means of the scores across all groups.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Bartolomeo, Laurie"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Sociocultural Education","degree_department":null,"school":null,"contributors":["Jorgensen, Donna W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-06-25T07:00:00Z","date_published":"2002-06-25T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["English language--Rhetoric--Study and teaching (Secondary); Tenth grade (Education)","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1396","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jorgensen, Donna W."]},{"key":"dc:creator","label":"Author","values":["Bartolomeo, Laurie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Rhetoric--Study and teaching (Secondary); Tenth grade (Education)","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1396"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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 (p < .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 (p < .05); however, a decrease in the levels of writing apprehension was seen in the means of the scores across all groups.
"]},{"key":"dc:title","label":"Title","values":["The effect of teacher intervention, role modeling, and a gender-balanced bulletin board design on 10th grade male students' writing apprehension"]}]}],"canonical_facts":{"dc:contributor":["Jorgensen, Donna W."],"dc:creator":["Bartolomeo, Laurie"],"dc:date.available":["2016-05-11T07:00:00Z"],"dc:description.abstract":["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 (p < .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 (p < .05); however, a decrease in the levels of writing apprehension was seen in the means of the scores across all groups.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1396"],"dc:subject":["English language--Rhetoric--Study and teaching (Secondary); Tenth grade (Education)","Secondary Education and Teaching"],"dc:title":["The effect of teacher intervention, role modeling, and a gender-balanced bulletin board design on 10th grade male students' writing apprehension"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:25Z"}