An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course.
Download count: 0
- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 185-190)Note typebibliography
- Field of study: Learning, literacies and technologies