1
PhD student at Allameh of Educational Psychology Tabataba,I University
2
professor
Abstract
This study evaluated the effectiveness of writing assignments on the students learning and thinking. Writing assignments as an independent variable was performed in two levels: short writing assignments and analytical essay writing. Research was the quasi- experimental study with a pretest - posttest control group. The study sample included 115 undergraduate students from Amir Kabir Education University who were randomly assigned to two experimental groups and one control group. Instruments were achievement test and thinking inventory (kember, 2000). The result showed that there was a significant different at the levels of student learning and thinking in the short writing assignments and analytical essay writing groups Compared with traditional teaching.
ali,A , saif,A , kadivar,P and delavar,A . (2014). The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking. Educational Psychology, 10(34), 1-21.
MLA
ali,A , , saif,A , , kadivar,P , and delavar,A . "The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking", Educational Psychology, 10, 34, 2014, 1-21.
HARVARD
ali A, saif A, kadivar P, delavar A. (2014). 'The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking', Educational Psychology, 10(34), pp. 1-21.
CHICAGO
A ali, A saif, P kadivar and A delavar, "The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking," Educational Psychology, 10 34 (2014): 1-21,
VANCOUVER
ali A, saif A, kadivar P, delavar A. The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking. Educational Psychology. 2014;10(34):1-21 (In Persian).
