Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The purpose of this action research was to determine the effects of non-traditional teaching methods (not in isolation) with regards to the use of punctuation rules on student writing. The study took place in three Advanced English 9 classrooms with 78 students participating. Teaching strategies included the use of a web-based punctuation program, teacher-created and web-based instructional videos, teacher-created and web-based punctuation games, and the use of Google Docs via Google Classroom with both editing and conferencing. Data was collected through a student questionnaire, a student writing sample, a punctuation pre-test, two student writing assessments with error tally sheets via Google Docs, and a punctuation post-test. Data was also collected through teacher observations. The results indicated that the use of non-traditional teaching methods did not necessarily impact students’ use of punctuation rules on student writing. However, results did indicate that students were more engaged in the study of punctuation rules and were more aware of their writing skills and deficiencies at the conclusion of the study. Results also indicated that students were able to recognize incorrect use of punctuation in writing other than their own. The implication is that student writing with correct usage of punctuation rules needs to be continuous with constant practice and feedback.
Louis, Cheryl M.. (2016). Grammar & Writing: Pedagogy Behind Student Achievement. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/131