Using a mixed-methods research design to study the development of writing and self-regulation skills in 5th grade elementary students

Abstract

We tested the effects of explicit writing instruction for opinion essays with 5th grade elementary students in Quebec. We developed a mixed sequential explanatory design in which qualitative data were used to explain the data obtained with quantitative tools. These tools allowed us to measure the writing progress and perceived self-efficacy of 483 students in three groups: two experimental groups practiced explicit instruction, one with peer feedback, and the other without, as well as a control
group. We conducted interviews with 21 students to get them to explain their use of the strategies taught, to see if the intervention had helped them strengthen their self-regulation skills. Results show the effectiveness of explicit instruction on students’ writing performance, their self-efficacy, and on the development of their self-regulation skills.