Journal Writing: Effects on Students’ Academic Performance and Attitude towards Mathematics in Modular Distance Learning

Abstract

Students are able to elaborate and reflect on their learning if they are given the opportunity to write them down in a journal. This study assessed the effects of Journal Writing Approach on Grade 10 Students’ Academic Performance and Attitude in Mathematics. It aimed to (a) describe the level of performance of students when exposed to modular learning and those exposed to modular learning with journal writing; (b) find the level of students’ attitude towards Mathematics when exposed to modular learning and those exposed to modular learning with journal writing; (c) identify the significant difference of students’ performance between pretest scores and posttest scores when exposed to modular learning and those exposed to modular learning with journal writing; and (d) evaluate the significant difference of students’ attitude in terms of pretest scores and posttest scores i when exposed to modular learning and those exposed to modular learning with journal writing. A quasi-experimental research design was utilized in this investigation. Results showed that academic performance of both groups during the pretest were very low, and during the posttest, students exposed to Journal Writing Approach showed higher increase in post test scores. The level of students’ attitude towards Mathematics for both exposed to Journal Writing Approach and without it was neutral. The group exposed to Journal Writing Approach has improved their academic performance based on the mean scores from a negative attitude in the pretest to a positive result during the posttest. But the students exposed to modular learning only remained undecided. More so, there is a significant difference on students’ academic performance and attitude in Mathematics when exposed to modular learning and those exposed to modular learning with journal writing in favor of the latter. Hence, journal writing has shown positive effects in improving students’ academic performance and attitude in Mathematics.