Authors :
REMUEL M. COLES
Volume/Issue :
Volume 5 - 2020, Issue 7 - July
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/2EleLLT
DOI :
10.38124/IJISRT20JUL267
Abstract :
This study aimed to determine the
effectiveness of embedding review and drill as a strategy
in teaching technical writing to the second year students
of Bachelor in Architectural Engineering Technology
(BArET) at Surigao State College of Technology,
Surigao City. It also probed the respondents’ level of
writing competency both in the control and
experimental groups as to grammatical accuracy,
paragraph organization, and mechanics before and
after instruction. Moreover, it investigated the
significant difference on the writing competency of the
respondents in both groups exposed to the conventional
and review-and-drill strategy of instructions.
The study employed a quasi-experimental research
design. A research-made questionnaire was used to
gather the data from the eighty (80) respondents. The
data were analyzed through Mean and Standard
Deviation, T-test for dependent and independent
samples.
Results revealed that the writing competency of the
respondents in the control and the experimental groups
did not meet expectations before instruction. However,
after instructions were given, writing competency of the
former became “accomplished” while that of the latter
became “exemplary”.
With regard to the effectiveness of the two
instructions, both are effective; but the embedded
review-and-drill strategy prevailed more effective based
on the mean gains obtained by the respondents in the
experimental group.
Based on the foregoing findings of the study, the
following conclusions were drawn: the writing
competency of the respondents has improved after
embedding review and drill as a new strategy of
teaching and the conventional one as well. Nevertheless,
they both excelled after being taught with lessons using
different instructions; the conventional and the
embedded review and drill in teaching technical writing
are effective in developing writing competency of the
students; and, embedding review and drill in teaching
technical writing is more effective compared to the
conventional instruction.
This study aimed to determine the
effectiveness of embedding review and drill as a strategy
in teaching technical writing to the second year students
of Bachelor in Architectural Engineering Technology
(BArET) at Surigao State College of Technology,
Surigao City. It also probed the respondents’ level of
writing competency both in the control and
experimental groups as to grammatical accuracy,
paragraph organization, and mechanics before and
after instruction. Moreover, it investigated the
significant difference on the writing competency of the
respondents in both groups exposed to the conventional
and review-and-drill strategy of instructions.
The study employed a quasi-experimental research
design. A research-made questionnaire was used to
gather the data from the eighty (80) respondents. The
data were analyzed through Mean and Standard
Deviation, T-test for dependent and independent
samples.
Results revealed that the writing competency of the
respondents in the control and the experimental groups
did not meet expectations before instruction. However,
after instructions were given, writing competency of the
former became “accomplished” while that of the latter
became “exemplary”.
With regard to the effectiveness of the two
instructions, both are effective; but the embedded
review-and-drill strategy prevailed more effective based
on the mean gains obtained by the respondents in the
experimental group.
Based on the foregoing findings of the study, the
following conclusions were drawn: the writing
competency of the respondents has improved after
embedding review and drill as a new strategy of
teaching and the conventional one as well. Nevertheless,
they both excelled after being taught with lessons using
different instructions; the conventional and the
embedded review and drill in teaching technical writing
are effective in developing writing competency of the
students; and, embedding review and drill in teaching
technical writing is more effective compared to the
conventional instruction.