Main Article Content
We test the effects of Tekster on writing capabilities in large-scale experiments involving 14,400 students and 600 teachers from 172 elementary and secondary schools, a comprehensive strategy-focused writing instruction program, using a switching replication design with three measurement occasions. The researchers formed two groups; Group 1 involved 6900 secondary school children and 310 high school teachers and Group 2 continued with 7500 elementary school children and 290 junior school teachers. The first experiment carried out during initial 18 weeks (between the first and second measurement occasions) in Group 1; while, the second experiment continued during the last 18-week period (between the second and third measurement occasions) in Group 2 implementing Tekster. The results confirm the writing quality of the students shows statistically significant improvements. Current both studies have shown a positive effect on the writing performance of students i.e., ES = 0.63 (Group 1), and ES = 0.75 (Group 2). Finally, the effect size of students completing all 72 Tekster lessons is 0.75. After two phases of eighteen weeks, students in both groups maintained their performance because three genres of writing were evaluated, allowing for generalization across students, classes, and writing assignments. We conclude that an effective way to develop secondary and elementary students' writing capabilities is through a strategy-based writing education tool like Tekster.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.