Peer-Assisted Blogging to Students’ Written Communication Skills

Abstract

With continuous spread of information and communication technologies in the classroom, this study examined the effectiveness of Peer-Assisted Blogging to grade 11 students’ written communication skills in terms of ideas and development, unity, organization, coherence, sentences, paragraphs, word choice, grammar usage and mechanics. This research was conducted at the Marigondon National High School Senior High School Department which was implemented to the grade 11 students who were registered in Reading and Writing Class in the second semester of the school year 2019-2020. One group of students was taught using the conventional method of teaching and the other group underwent Peer-Assisted Blogging. Pre and Post test was administered. The difference in the means during the pre-test and post-test was calculated and the written communication skills of the students in the two groups were compared. Also, student’s accounts in peer-assisted blogging were noted. These were the findings in the study1) The written communication skills of the two groups resulted to below the passing criterion rate of 60%.2) It showed a significant increase of the mean of at least 0.56 and 3.13, respectively after the post-evaluation. 3) There was a significant mean difference of the students’ entry and exit performance in the two groups. 4) A significant difference of the mean gain between the two groups was seen demonstrating that peer-assisted blogging can better improve students’ written communication skills than the convention alone. These show that Peer-Assisted Blogging a sale arming and teaching tool is effective in developing students’ written communication skills.