The reason why writing education is not occurring properly even at the recognition of the necessity or importance of writing is because the consideration on affective domain has been relatively negligent. Among the contents of affective domain, motiva...
The reason why writing education is not occurring properly even at the recognition of the necessity or importance of writing is because the consideration on affective domain has been relatively negligent. Among the contents of affective domain, motivation has been discussed by many scholars of education in the sense that it is a psychological factors that arouses and maintains the behavior of humans. In the sense that writing is also a human behavior, the act of writing occurs from motivation and maintained through it. It was also revealed in the studies on writing education that motivation affects performance and revitalizes the cognitive process of writing. In this sense, it can be said that writing motivation is the foundation in which the active acts of writing by students can occur according to the necessity and importance of writing.
Based on these perception, this study searched for the factors that affect the writing motivation and presented a plan through which the writing motivation of high school students can be improved. Also, a model for procedure of writing motivation improvement program was devised based on the plan for improving the writing motivation, and the occurrence of improvement in writing motivation was verified by applying it. Therefore, the purpose of this study is to devise procedural model of the program that can improve the writing motivation of high school students, and examine its effects on the writing motivation of high school students. Furthermore, the effects of the program on writing motivation was verified in details by classifying them according to motivation factors and gender.
The writing motivation pre-test was conducted for the third grade students in Sookji High School located in Suwon, Gyeonggido and implemented writing motivation improvement program, and writing motivation post-test was conducted after implementing the program. The collected data were analyzed using SPSS statistical program. The result of the study revealed the following conclusions.
First, the result of verifying the effects of writing motivation improvement program revealed that the mean score of the post-test of writing motivation was statistically meaningfully higher than that of the pre-test. The score of the writing motivation improvement program was 0.82, and it signifies that the mean of post-test is in the top 21% of the mean of pre-test. Based on such analysis results, it was revealed that writing motivation improvement program is very effective in improving the writing motivation.
Second, the result of verifying the effects of writing motivation improvement program according to the detailed factors that constitute writing motivation revealed that there was statistically meaningful difference between the mean of the pre-test and that of post-test in all factors such as writing efficacy, cooperative interaction, interest on writing and competitive compensation. Through this, it can be said that the writing motivation improvement program improved every writing motivation factor.
Third, the result of verifying the differences in the writing motivation improvement program according to gender revealed that there were statistically meaningful differences in the mean of pre-test and post-test in both genders. Therefore, it can be said that the writing motivation of both male and female students improved upon using the writing motivation improvement program. Meanwhile, the result of verifying the differences between the pre-test and post-test revealed that the pre-test was heterogeneous group without meaningful differences between the gender, and the post-test was homogeneous groups with meaningful differences between the gender. This signifies that the writing motivation improvement program was effective for both male and female students but it was especially effective for male students.
Fourth, the result of verifying the effects of the writing motivation improvement program on male and female students according to the factors of writing motivation revealed that there were meaningful effectiveness for both male and female students in every factor. Also, the result of post-test revealed that statistically meaningful differences weren't found between male and female students in every factor. It could be confirmed through this that the writing motivation improvement program was effective for both male and female students, but it was especially more effective for male students. Meanwhile, the result of pre-test revealed that the mean was meaningfully higher for female students in all factors except writing efficacy. This implies that the writing efficacy of the female high school students in third grade was inferior to that of other motivation factors. Also, the result of examining the differences in writing motivation of male and female students according to factors revealed that there was the biggest difference in the cooperative interaction factor.
Such study results have the following meanings.
First of all, writing motivation needs to be considered in writing education, and a meaning can be found in the sense that a detailed and practical plan has been presented to improve writing motivation. Also, a meaning can be found in the sense that it is a program that can narrow the gap between male and female students in writing motivation by especially improving the writing motivation of male students, as well as female students.