Abstract
Within the global technological percept, Digital Writing Tools (DWT) are applied as a precursor to enhance students’ writing capacity. DWT technique has helped reshape the overall narrative related to effective and influential writing. Hence, this research investigates digital writing tools’ efficacy in comparison to traditional paper-based writing (PBW), thereby improving secondary students’ writing skills in argumentative essays. The following research study implements a quasi-experimental study design, involving eighty-five secondary students selected at random technique with age range 17 to 19 years. The students were chosen from a secondary educational institute, subdivided into three groups. The control group included 28 students, while two experimental groups included 31 and 26 secondary students, respectively. Student writing skills were evaluated based on the pre- and post-results. Research findings revealed a significant enhancement within the experimental group, at the p-value of 0.001. The findings comply with DWT’s effectiveness in improving students’ writing skills. Moreover, the correlation analysis suggested a weak relationship between DWT and PBW, indicating varying effects on the student’s skill development. The findings further highlight the significance of incorporating digital tools in educational settings to encourage and motivate students toward writing practices, eventually preparing them with core competencies for professional and academic success.
Presenters
Rawan AlqarawiAssistant Professor, Curricula and Teaching Methods, Imam Mohammad Ibn Saud Islamic University, Ar Riya?, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Digital Writing Tools, Paper Based Writing, Argumentative Writing Skills, Sustainability 2030, Teaching Pedagogy
