Two experimental studies investigating the interaction of aptitude treatment and hypertext writing on content knowledge acquisition, self-efficacy, and text quality

Abstract

In our experimental research (Study 1 and Study 2), we compared and contrasted the modes of written output known as linear writing and hypertext writing. Furthermore, we established a connection between these two types of writing and other educational practices (Study 2, performance versus observational learning). Students in Study 2 (Grade 11) were already familiar with the genre, unlike the participants in Study 1 (Grade 10), who were only beginning to interact with the more formal academic argumentation material. The degrees of topic competence, writing self-efficacy, and text quality that the students possessed were evaluated in this study and served as the dependent variables. In each of these investigations, an interaction was discovered between the learning condition and the results of the pre-test-retest for the independent variable in written production mode. Students with less prior understanding of the subject matter but who took the exam fared higher when it was given in hypertext format. Students who had a deeper understanding of the material had a greater chance of succeeding in the linear test format. Students that came into the linear writing program with a high degree of self-efficacy were the ones who benefited the most from the program (Study 2 only). Students who began the experiment with relatively good writing skills fared the best in terms of text quality in the hypertext condition. Students who began the experiment with relatively weak writing skills did the best in the linear condition (Study 2 only). There was no difference between participating in the hypertext learning activities and watching these performances, except for the students with minimal baseline topic knowledge; those students scored better under the performing condition. When it came to the independent variable learning mode for the hypertext learning activity, there were no differences in effects between finishing the learning activities and watching these performances. This was the case even though there were some differences in how the activities were completed (performing versus viewing). We will review these intricate linkages between the learning situations and the pre-test-retest variables.