How does the use of technology, computer and word processor, affect the development of writing skills?
Sixty freshmen were randomly assigned to two sections of an English course. The sections were taught by the same faculty member. In one section, the faculty used traditional methods allowing the students to complete handwritten assignments. The experimental group used word processing software on computers for their assignments. To complement the assignments in the experimental group, the faculty member worked with the students in gaining experience in using the software and demonstrating how the word processors facilitates writing and editing documents.
Students in both sections were given a final writing assignment. These were collected and given to three independent "readers" to evaluate. The readers were trained using an evaluation rubric until the interrater reliability reached 90%. Each reader read and evaluated all sixty essays. The interrater reliability for the sixty essays was 84%. When the ratings were different the raters met to discuss the essay and arrive at a grade.
The grades on the essays from the experimental group were significantly higher than those from the control group (α=.001).