Universal Journal of Educational Research Vol. 3(12), pp. 997 - 1000
DOI: 10.13189/ujer.2015.031207
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Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study

Michael S. McManus ^1,*, Ladda Thiamwong ^2
1 Department of Education, University of the Ozarks, United States
² Department of Nursing, Henderson State University, United States

ABSTRACT

This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences, observational records, and other student works. From the qualitative data analysis, it was clear that purposeful writing increased student's enjoyment of writing. Student enjoyed orally presenting their prewriting and these presentations proved to be an effective method for the revision and editing of their written work.

KEYWORDS
Action Research, Experiential Learning, Fourth Grade Students, Writing Achievement

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Michael S. McManus , Ladda Thiamwong , "Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study," Universal Journal of Educational Research, Vol. 3, No. 12, pp. 997 - 1000, 2015. DOI: 10.13189/ujer.2015.031207.

(b). APA Format:
Michael S. McManus , Ladda Thiamwong (2015). Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study. Universal Journal of Educational Research, 3(12), 997 - 1000. DOI: 10.13189/ujer.2015.031207.