Book Description

This study investigated the effect of journal writing in mathematics classes on achievement in and attitude towards mathematics. Achievement included school mathematics achievement, conceptual understanding, procedural knowledge, problem-solving, and mathematical communication. The differential effect of gender, program, level of writing achievement, and level of mathematics achievement were also investigated. The study was conducted on students in four sections in the first intermediate classes at the International College in Beirut, two of these sections are in the French program and the other two in the English program. The subjects were 104 students (59.6% boys) equally distributed to the four classes. At the beginning of the year, the school randomly assigned the subjects to four classes in the English program, and three classes in the French program. For the purpose of this study, two sections from each of the programs, were randomly assigned to be the treatment and control groups respectively. The subjects in the journal writing group (treatment group) wrote in their journals three times a week for a twelve-week period, while the students in the non-journal writing group (control group) were given drill exercises. Conceptual understanding, procedural knowledge, problem-solving, mathematical communication, school mathematics achievement, and attitude towards mathematics were measured by pre- and posttests. Two-way multivariate analysis of covariance was used to test the hypotheses with pretests scores as covariates. These analyses were repeated for gender, program, level of writing achievement, and level of mathematics achievement. The students' evaluation of the journal writing experience was qualitatively studied. Results showed that journal writing had a significant effect on conceptual understanding, procedural knowledge, and mathematical communication, and no significant effect on problem-solving, school mathematics achievement, and attitude towards mathematics. No significant results were found for the interaction between journal writing and gender, program, level of writing achievement, and level of mathematics achievement. Students perceived the benefits of journal writing as a learning tool that enhances understanding and reflection on one's learning. It also provides the students the opportunity to give opinions and release frustration.