An examination of student perceptions of knowledge transfer in the first-year composition experience

Guided by four research questions, this mixed methods study examined students’ perceptions of their ability to transfer skills learned in the first-year composition (FYC) course to the writing required in their reported majors, in other college courses, and in their vocations. In the quantitative portion of the study, the researcher administered pre- and post-semester composition surveys to capture differences in attitudes in four areas: students’ abilities as writers, students’ previous knowledge of writing, students’ expectations of the FYC course, and students’ expectations of using the knowledge in other courses and contexts. To determine whether there were significant differences in the findings, the researcher used paired-samples t-tests, descriptive statistics, and analysis of variance (ANOVA) tests. The results of the tests for Research Question 1 and for two items mapped to Research Question 3 revealed significant differences. These differences, along with areas where no differences were found, provided insight into students’ perceptions of transfer. In the qualitative portion of the study, analysis of students’ responses to open-ended questions about their perceptions of transfer revealed emergent themes relevant to composition studies: a growing awareness of the conventions of academic discourse; preparation for collegiate and vocational writing; and self-improvement in specific areas of proofreading and editing. The responses of the students emphasized how they had used and how they intended to use the knowledge and skills learned in FYC in their other coursework. Several important recommendations for pedagogy emerged. Perhaps the most important recommendation is to equip instructors with teaching strategies that provide students with the ability to transform knowledge to useable skills. The researcher recommends the research be expanded to a longitudinal study following select students throughout their collegiate writing experiences.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Blaser Beard, Jill A.

Contributors dc:contributor

• Crawford, Elizabeth K.
• Miller, Ted L.; Bernard, Hinsdale; North, Susan G.
• College of Health, Education, and Professional Studies

• English language -- Rhetoric -- Study and teaching -- United States
• English language -- Composition and exercises

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/500

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1654