The effects of the Writing to Win Program on high school science achievement
Byrne, Dolores Brown
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This study explored the teaching of secondary writing achievement across the physical science curriculum using Combs’ Writing to Win Program. Two high school physical science classes were taught writing strategies, and two classes were not. Pretests and post tests were administered to all four classes in the study to determine the effectiveness of the Writing to Win Program on physical science achievement. Data from both tests were analyzed and compared to determine the effects of the Writing to Win strategies on physical science achievement. The students who were exposed to writing strategies achieved higher scores on a teacher-made test of physical science than those who were not taught writing strategies. No statistical differences were found between males and females or black and white students.