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Conference Object

Improving students’ academic writing through video modeling: An intervention study

Author(s) / Creator(s)

van Meerten, Julianne E.
Schoute, Eric C.
Fusenig, Jannah
Llewellyn, Jennifer J.

Abstract / Description

The aim of this study was to examine the effects of a video modeling intervention on the quality of undergraduate students’ summaries. Two video models were created, one with a focus on the process of writing a quality summary, and the other with a focus on the final product of a quality summary. The intervention was carried out as part of the curriculum in a General Education course, ascertaining high ecological validity. Participants (N = 137) were randomly assigned to one of the two conditions (i.e., process- or product-oriented) and submitted a pretest and a posttest summary. A mixed ANOVA indicates that the quality of students’ summaries significantly improved from pre- to post-test but that there are no differential effects for the two conditions. Additionally, there are no differential effects of the intervention on writing quality for different genders or class standings. These findings suggest that a video modeling intervention is an effective instructional tool, which can easily be implemented in a course curriculum.

Persistent Identifier

Date of first publication

2020-08-06

Is part of

2020 American Psychological Association Annual Meeting

Publisher

PsychArchives

Citation

van Meerten, J. E., Schoute, E. C., Fusenig, J., & Llewellyn, J. J. (2020, August 6–9). Improving students’ academic writing through video modeling: An intervention study [Poster presentation]. Annual Meeting of the American Psychological Association, Washington D.C., United States. PsychArchives. https://doi.org/10.23668/psycharchives.8169
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  • Author(s) / Creator(s)
    van Meerten, Julianne E.
  • Author(s) / Creator(s)
    Schoute, Eric C.
  • Author(s) / Creator(s)
    Fusenig, Jannah
  • Author(s) / Creator(s)
    Llewellyn, Jennifer J.
  • PsychArchives acquisition timestamp
    2022-09-10T09:36:01Z
  • Made available on
    2022-09-10T09:36:01Z
  • Date of first publication
    2020-08-06
  • Abstract / Description
    The aim of this study was to examine the effects of a video modeling intervention on the quality of undergraduate students’ summaries. Two video models were created, one with a focus on the process of writing a quality summary, and the other with a focus on the final product of a quality summary. The intervention was carried out as part of the curriculum in a General Education course, ascertaining high ecological validity. Participants (N = 137) were randomly assigned to one of the two conditions (i.e., process- or product-oriented) and submitted a pretest and a posttest summary. A mixed ANOVA indicates that the quality of students’ summaries significantly improved from pre- to post-test but that there are no differential effects for the two conditions. Additionally, there are no differential effects of the intervention on writing quality for different genders or class standings. These findings suggest that a video modeling intervention is an effective instructional tool, which can easily be implemented in a course curriculum.
    en
  • Publication status
    unknown
  • Review status
    unknown
  • Citation
    van Meerten, J. E., Schoute, E. C., Fusenig, J., & Llewellyn, J. J. (2020, August 6–9). Improving students’ academic writing through video modeling: An intervention study [Poster presentation]. Annual Meeting of the American Psychological Association, Washington D.C., United States. PsychArchives. https://doi.org/10.23668/psycharchives.8169
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/7462
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.8169
  • Language of content
    eng
  • Publisher
    PsychArchives
  • Is part of
    2020 American Psychological Association Annual Meeting
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Improving students’ academic writing through video modeling: An intervention study
    en
  • DRO type
    conferenceObject
  • Visible tag(s)
    Writing
    en
  • Visible tag(s)
    Academic writing
    en
  • Visible tag(s)
    Video modeling
    en
  • Visible tag(s)
    Educational psychology
    en