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The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing: A Case Study

The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing: A Case Study

Ruth Mei Fen Wong, Khe Foon Hew
Copyright: © 2012 |Pages: 18
ISBN13: 9781466600324|ISBN10: 1466600322|EISBN13: 9781466600331
DOI: 10.4018/978-1-4666-0032-4.ch007
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MLA

Wong, Ruth Mei Fen, and Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing: A Case Study." Evaluating the Impact of Technology on Learning, Teaching, and Designing Curriculum: Emerging Trends, edited by Eugenia M. W. Ng, et al., IGI Global, 2012, pp. 100-117. https://doi.org/10.4018/978-1-4666-0032-4.ch007

APA

Wong, R. M. & Hew, K. F. (2012). The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing: A Case Study. In E. Ng, N. Karacapilidis, & M. Raisinghani (Eds.), Evaluating the Impact of Technology on Learning, Teaching, and Designing Curriculum: Emerging Trends (pp. 100-117). IGI Global. https://doi.org/10.4018/978-1-4666-0032-4.ch007

Chicago

Wong, Ruth Mei Fen, and Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing: A Case Study." In Evaluating the Impact of Technology on Learning, Teaching, and Designing Curriculum: Emerging Trends, edited by Eugenia M. W. Ng, Nikos I. Karacapilidis, and Mahesh S. Raisinghani, 100-117. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0032-4.ch007

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Abstract

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

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