Journal of Language and Cultural Education
, 2019, 7(2)
ISSN 1339-4584
16
Figure 9: The pre-test scores of the control group
7.4 Results of the post-test in both groups
Students of the experimental group showed a slight improvement. However, 2
out of 4 students had a lower mark in the post-test. This can be attributed to
fatigue. As concerning the writing part, they all scored a bit better than in the pre-
test writing. As far as the control group was concerned, students performed the
same as in the pre-test.
Overall, the findings indicate that all the students of the experimental group
improved their writing skills after having been involved in differentiated
instruction through the use of blogs. They all scored higher marks in the writing
part of the post-test (Table 1). This finding answers the first research question
which asked whether blogs improve students writing skills as they (blogs in other
words) offer students an incentive to write (Jones, 2006).
Table 1: Pre-test and post-test performance of experimental group
STUDENT
GENDER
PRE-
TEST
SCORE
PRE-TEST
WRITING
POST-
TEST
SCORE
POST-TEST
WRITING
S1
female
97%
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