Effects of integrated writing on attitude and algebra performance of high school students

This study investigated effects of a program integrating writing activities in a regular Algebra II curriculum on students' mathematics achievement and attitudes in writing and mathematics. The sample involved 68 students, 34 in both experimental and control groups, from four classes of regular Algebra II students at a private school in the southeastern United States. The treatment spanned four chapters in the text and 12 weeks. Both groups received the same instruction using a basic Algebra text. Writing activities were integrated within the experimental group's lessons. Data were collected in several ways. Each student was given a preliminary algebra test and writing and mathematics attitude scales. Students then completed appropriate chapter tests. After two chapter tests, the students were given the midtest. At the conclusion of the study, students were given the posttest and the writing and mathematics attitude scales. Following each chapter test, the midtest, and the posttest, students explained in writing how they solved two preselected items. These writing samples were scored holistically