Abstract
Background and Aim: The purposes of this research were to develop writing skills through a Google Jamboard platform and determine Jamboard acceptance in graduate students from a public university in Bangkok. This quasi-experimental research made use of a pretest and a posttest.
Material and Methods: The sample was 50 graduate students at the Faculty of Graduate Studies. The research instruments used in data collection were a writing rubric from Northeastern Illinois University (adapted from Univ. of Washington, Barbara Walvoord, Winthrop Univ., Virginia Community College System) and a seven-point Likert scale questionnaire. The data were analyzed using the descriptive statistics of arithmetic mean and standard deviation, and a paired-sample t-test. Research hypotheses were tested using a pair-sample t-test.
Results: The results of the hypotheses testing showed that the students obtained better scores on writing. The result was statistically significant at 0.05.
Conclusion: The students performed better in writing, and this difference is significant at the 0.05 level of significance. This implies that there is strong evidence to support the idea that there is a genuine improvement in the writing skills of the students under investigation.
Publisher
Dr. Ken Institute of Academic Development and Promotion
Reference26 articles.
1. Bakala, E., Gerosa, A., Hourcade, J.P., Pascale, M., Hergatacorzian, C., & Tejera, G. (2022). Design factors affecting the social use of programmable robots to learn computational thinking in kindergarten. Proceedings of the 21st Annual ACM Interaction Design and Children Conference, 422-429. https://doi.org/10.1145/3501712.3529745
2. De Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471.
3. Draucker, S., & Siena, C. (2021). Google Jamboard and playful pedagogy in the emergency remote classroom. Nineteenth-Century Gender Studies, 17(1), 1-15. http://ncgsjournal.com/issue171/draucker.html
4. Emig, J.A. (1971). The Composing Processes of Twelfth Graders. Urbana. IL: National Council of Teachers of English.
5. Gibbons, A. (2009). “I contain multitudes": narrative multimodality and the book that bleeds', in Page, R. (1ed.) New Perspectives on Narrative and Multimodality. London: Routledge, 99-114.