Corrective feedback on journal writing: Its effects on the written narratives of grade six pupils

Abstract

This quasi-experimental study employing the pretest-posttest experimental design aimed to find out the effects of corrective feedback on the written narratives in the journals of grade six pupils. Thirty-eight (38) grade six pupils of the PHINMA University of Iloilo, Basic Education Department were the respondents of the study and were divided into the control and experimental groups using randomized selection. The respondents underwent pre-writing and post-writing activities to find out whether corrective feedback as treatment has a significant effect on their writing performance specifically on the elements of a narrative, organization, and conventions. The writing performance of the students was determined by the mean difference of the scores in the result of the pre-writing and post-writing activities. The instrument utilized was a duly validated researcher-made rubric used to rate the students' written narratives. Appropriate statistical tools were employed for the descriptive and inferential analyses of the data. These were the mean, standard deviation, t-test for independent samples, t-test for related samples, and ANCOVA. The significance level was set at .05.Though the study revealed no significant difference between the mean gain scores of both groups, corrective feedback significantly enhanced the students' organization of ideas in their written narratives. Therefore, corrective feedback on journal writing is recommended to enhance pupils' writing performance. Thus teachers, language coordinator, policymakers, curriculum planners, and supervisors should focus on corrective feedback as treatment to further develop students' writing competence in terms of their adherence to the elements of a narrative, organization of ideas, and use of writing conventions.