EDID6512 Design Project 1

Design Project:

Writing for English A – An E-lesson

By

Nyeisha George-Minott

Presented in Partial Fulfilment of

EDID 6512 – Design Project

Date of submission:

May 11th 2018

Email: nyeisha.georgeminott@my.open.uwi.edu

University: University of the West Indies (UWI) Open Campus

Course Coordinator: Dr. Camille Dickson-Deane

Project Advisor: Camille Bremnor

EDID6512 Design Project 2

Table of Conten
Executive Summary...................................................................................................................................3
Introduction...............................................................................................................................................4
Description of the Target Group...............................................................................................................8
Literature Review....................................................................................................................................10
Proposed Design.......................................................................................................................................13
Evaluation of the Design.........................................................................................................................17
Methodology.........................................................................................................................................17
Methods and procedures.....................................................................................................................18
Ethics....................................................................................................................................................19
Validity and Reliability........................................................................................................................20
Interviews Questions and Responses......................................................................................................27
Discussion of Findings.............................................................................................................................29
Alternative Considerations.....................................................................................................................33
Discussion and Conclusion......................................................................................................................35
References................................................................................................................................................36
Appendix A – Antigua Seventh Day Adventist School - CXC Results for English A – June 2014............39
Appendix B – Antigua Seventh-day Adventist School - CXC Results for English A – June 2016.............44
Appendix C – Screen shots of e-lesson - Writing for English A................................................................45
Appendix D – Questionnaire.....................................................................................................................46
Appendix E – Interview questions.............................................................................................................49
EDID6512 Design Project 3

Executive Summary

This design project is based on the use of technology to improve the writing skills of

students through the use of an e-lesson. The target audience consisted of third and fourth form

students from a private secondary educational institution in Antigua and Barbuda studying

English A in preparation for the Caribbean Secondary Education Certificate (CSEC)

Examinations offered by the Caribbean Examinations Council (CXC).

Their skills in summary writing, argumentative writing, short story writing and

expository writing needed to be addressed. Based on the theories of learning, experiential

learning and operant learning an e-lesson is the proposed solution. A description of the design

and explanations on how e-lesson supports the students are included in this document.

Key terms: English A, Caribbean Secondary Education Certificate (CSEC), Caribbean

Examinations Council (CXC).

EDID6512 Design Project 4

Introduction

Mastery of the English language has been a challenge for some students. Students may

not be confident in their ability to learn, speak and understand English, write the language or

pass an English Language Exam. This is true of the students at the Antigua and Barbuda

Seventh-day Adventist Secondary School.

The English Language Exam and other subjects form part of the general proficiency

exams students can obtain through the Caribbean Secondary Education Certificate (CSEC),

which is administered by the Caribbean Examinations Council (CXC). In interviews conducted

with one of the two English teachers at a private secondary school, it has been observed that year

after year students have been underperforming in the English A exam, specifically paper 02.

CSEC is a set of proficiency skills examinations used to test and certify a student’s

academic achievement at the end of their secondary level education. Exams are offered under

three proficiency schemes: Basic, General and Technical. The Basic scheme provides students

with the knowledge, skills and attitudes usually associated with completing a secondary course.

The General and Technical Proficiencies provide students with the foundation for further studies

and entry to the workplace. CSEC exams can be written in 32 subject areas ranging from

Agricultural science, Food and Nutrition and Integrated science to Mathematics, Principle of

accounts and theatre arts.

CXC is the examinations body that administers exams to students in 16 countries in the

Caribbean region. The council offers a comprehensive suite of qualifications such as Caribbean

Primary Exit Assessment (CPEA), Caribbean Certificate of Secondary Level Competence

(CCSLC), Caribbean Vocational Qualifications (CVQ), Caribbean Advanced Proficiency

Examination (CAPE), CXC Associate Degree (CXC-AD) and CSEC. It offers service in areas
EDID6512 Design Project 5

such as syllabus and curriculum development, Competence development for professional

certification development of educational resources, examinations development for various levels,

test construction and editing.

English A is a subject that emphasizes the development of oral and written language

through comprehension, diction, grammar and mechanics. There are two main dimensions to the

subject, that of understanding and expression. The assessment comprises three papers, paper 01

(29% of total assessment), paper 02 (50% of total assessment) are assessed externally and paper

031 or paper 032 (21% of total assessment) are assessed internally by the teacher and moderated

by CXC. Student’s comprehension skills are tested during Paper 01. Then in paper 02, their

writing skills are put to the test. Paper 031 is the school based assessment (SBA) and paper 032

is an alternative to the SBA catering to candidates who are registered as private candidates.

Students can obtain passes from grade one (1) to a grade three (3) from the year 1998 and oward.

Let’s look more closely at paper 02, and why this area is of interest for this project and

the problem students may be facing when writing this part of the paper. Paper 02 consists of four

sections:

 Section 1 – summary
 Section 2 – exposition
 Section 3 – short story
 Section 4 – argumentative essay

Students are experiencing difficulty in demonstrating their understanding, knowledge and

practice in writing the CSEC English A exam Paper 02 in these four sections. As noted earlier

50% of the total assessment comes from this paper. Therefore half of a student’s grade then lies

heavily in this paper and poor performance here, results in poor results for the entire subject, a

failing grade. This designer set out to produce an innovative project that will assist the teachers

and students in this school to help to improve the results in subsequent exams in the near future.
EDID6512 Design Project 6

Identification and Justification of Need

For the past several years a notable trend has emerged from the CSEC results for English

A in Antigua and Barbuda and across the region. As far back as 2012 officials at the Ministry of

Education in Antigua have been calling for answers over the dismal results of the English A

exam. Officials posited that a change in the English Language syllabus accounted for a huge

drop in the subject area. “A check with the new syllabus revealed that the weighting was shifted

such that the components, which required students to write and express themselves, were more

heavily weighted than in the past. Students were required to present an argument and to write a

story, and, according to one teacher, lack of these skills was the problem.” [ CITATION Ant12 \l

1033 ].

At the Antigua Seventh-day Adventist school it was noted that students have difficulty

speaking proper English and similar difficulties have been noted as it relates to writing skills.

Appendix A and B show the CXC results for June 2014 and 2016. The highlighted student’s

grades of the 2014 results show that students lack a passing grade in the expression section of the

grade scheme. Looking at the overall results for example in 2014, a total of thirty (30) students

entered the exam and of that number eight (8) students received a C, six (6) received a D, and

one (1) received an E for expression. Similarly in the 2016 results, twenty-eight (28) students

took the exam, sever (7) students received a C, and eight (8) received a D for expression. Most

students do manage to pass the exam, however they receive a low pass that is a pass of grade III.

It would appear on the surface that students may not know what is required in order to produce

satisfactory writing in summaries, expository essays, short stories and argumentative essays at

the CSEC level for English A.

EDID6512 Design Project 7

Since CSEC are high- stakes tests and the consequence of not passing the exam have a

significant impact on job seekers, college applicants and society. When students leave school

they either apply for a job or apply to a college or university. When you look at the minimum job

requirements today, most job applications require five subjects including Mathematics and

English A. Failure in these two subject areas reduces the prospects of being hired for certain jobs.

Imagine then, those that are hired are not able to function efficiently, especially in their ability to

communicate through reports and emails which are common for most jobs.

Then there’s the prospect of higher education. When applying to academic institutions,

the most important factor is the student’s transcript. The minimum matriculation requirements for

entry into college or university is similar, requiring the five subjects including Mathematics and

English. In her blog, Tahraoui (2016) suggests that colleges and universities want to admit

students who will succeed in a rigorous and demanding intellectual environment. If you perform

poorly in high school, admissions officers may be uncertain of a student’s ability to thrive in

school. Depending on the passes some students are not allowed to matriculate until they take not-

for-credit courses. Thus they end up spending more money, and thus prolonging their tenure and

graduation date. However those who do matriculate, often struggle in their courses because they

do not have the requisite writing skills to complete essays, term reports and research papers.

Now consider society at large, imagine the jobless, under-educated young people who are

then left as a burden on their families and communities. Families who are taking care of someone

who had the potential of providing for that household or their own household. Communities who

are hosts to idle youth who, having nothing to do but find alternative means to support

themselves, through begging and even theft.

If we do not stem the tide, we are going to have a problem, something must be done to

curtail these failing results. Given the aforementioned, the target group chosen were third and
EDID6512 Design Project 8

fourth form students with a view of working to remedy the problem before they write the CSEC

Examinations.

Description of the Target Group

The Seventh-day Adventist school in Antigua has its origins starting as far back and

1934. At its present location in St. Johns are both the primary and secondary division. There are

404 students in the primary school and 232 students in the secondary school for a total of 636

students. The Average class size is 35 students per class

The target group for this design project were third and fourth form students of the

Secondary School. At present there are two (2) third form classes with a combined total of 56

students and two (2) fourth form classes with a combined total of 50. Students are between the

ages of 13 and 15 years. A representative sample of 40 students from form 3 and 4 were given an

opportunity to evaluate the design.

Students come from diverse socioeconomic backgrounds some even have English as a

second language. This group can also be considered to be “Digital Natives”, children who have

grown up using technology like the internet, computers and mobile devices [ CITATION Tec18 \l

1033 ]. Most students have at least a personal computer, laptop or tablet and internet access at

home with which they may access online content. Students also have access to computers and the

internet at school but on a limited bases. This makes a fairly ideal situation for implementing and

testing the e-lesson. Students would not resist the use of technology as they already have access

to a blog page set up by the English teacher.

Having taught at this school for 11 years the subject matter expert, as a long standing

member has a unique historic knowledge and perspective on the matter at hand. She holds a

Bachelor of Arts Degree in English and has been teaching English A for quite some time. She is
EDID6512 Design Project 9

one of two English teachers and is assigned the third, fourth and fifth form classes at the school

and help them prepare for the SBA’s and CSEC Examination. She has assisted with compiling

the material used in the e-lesson as well as embedding the e-lesson onto the blog site. She also

administered the questionnaires to the students.

EDID6512 Design Project 10

Literature Review

The effectiveness of instruction can only be determined if the definition of learning is

clearly defined. Driscoll (2005) describes learning as the consequence of the learners experience

and interaction with the world. The changing educational environment challenges educators to

find ways to cater to the needs of learners. The ideal goal for teachers is to combine various

methods including integrating technology into the classroom. “The fact that virtually all

segments of society have changed dramatically by information technologies and will continue to

change in the future cannot be ignored. Schools must be a part of these changes and research

should proceed with the assumption that technology is and will continue to be a growing element

within the schools” (Fouts, 2000). This notion can be applied to those learners who have

difficulty mastering the English language at the CSEC level. In view of the aforementioned, this

design project was created to help improve students writing skills by incorporating into the

design the following theories, models and approaches: Discovery learning, Cognitive theory of

Multimedia Learning (CTML), Experiential learning, and Operant Learning theory.

Discovery Learning

Discovery learning is a constructivist learning theory that encourages active engagement,

promotes responsibility, autonomy, motivation, creativity, curiosity and independence in students

(Bruner, 1961). What better way to promote discovery than when the student interacts with the e-

lesson. They are now responsible for their learning as they must be motivated to navigate

through the lesson. They are free to choose which topic they wish to learn by way of the main

menu and proceed in a non-linear fashion. They are engaged by the content as they mouse over,

click and view the content. Macy P. Driscoll (2011) agrees that learning occurs in context, it is

active, social and reflective.

EDID6512 Design Project 11

Cognitive Theory of Multimedia Learning (CTML)

Central to the design of this designers proposed solution is the principle known as the

“multimedia principle” which states that people learn more deeply from words and pictures than

from words alone. Richard Mayer posited that there are two separate channels for processing

information, that of the auditory and visual channels. He suggests that each channel has a limited

or finite capacity and that learning is an active process of filtering, selecting, organizing and

integration information based upon prior knowledge (Mayer, 2009). Three memory stores are

presented: sensory memory which receives stimuli for a short span of time, working memory

which actively processes information creating mental constructs also called schema and long-

term memory where all things are learned and stored.

The notion is that attention on relevant words and images creates connections in the

working memory. Connections are made among selected words or images creating a mental

model, which then integrates with ones prior knowledge for a better understanding. In other

words, multimedia presentations connect with ones sensory memory, how these are presented

and selected creates connections in ones working memory, these are linked with prior knowledge

and stored in long term memory.

The e-lesson included a balanced use of visual and verbal information in the hopes of

engaging the learning in the learning process. It included carefully selected descriptive text,

diagrams, pictures and videos that will actively stimulate the mental constructs of the student.

Intertwined in the e-lesson are aspects of twelve principles of multimedia design. These include

and are not limited to the signaling principle which states that learners are able to recognize and

learn information when callouts, arrows and highlighting is used for key aspects. The segmenting
EDID6512 Design Project 12

principle, here learners understand the instructional multimedia piece when the lessons is broken

into user-paced chunks rather than all in one multimedia piece.

Experiential learning theory

David Kolb’s learning theory is concerned with the learner’s internal cognitive processes.

The notion that abstract knowledge can be applied flexibly in a range of scenarios through new

experiences (Kolb 1984). One can trace the roots of experiential learning back to John Dewey

who argued that people learn through primary and secondary experiences [ CITATION Dew97 \l

1033 ]. Given that the students are accustomed to one mode of teaching (chalk and talk), this e-

lesson gave a new experience for them through engaging audio-visual content, and can become a

transformational experience. Based on Kolb’s four stage cycle students will 1) have a concrete

experience 2) review or reflect on the experience 3) learn from the experience and 4) be able to

try out what they have learned. The e-lesson provided opportunities for students to experience all

four stages.

Three universal principles form the foundation of experiential learning; framing the

experience, activating the experience and reflecting on the experience. In the first principle,

instructional objectives, assessment criteria and expected behavior are outlined. This is true of

the e-lesson as the introduction slide tells the user how to proceed, and the objectives slide tells

the user the expected outcome. Activating the experience is the second principle which proposes

to use prior experiences and creation of new experiences. The learner in the e-lesson is presented

with content to activate prior knowledge and builds on this knowledge as they proceed through

the e-lesson. The learner is actively engaged and makes decisions about the outcome. The final

phase; while reflecting on the experience, learners can think about what they have learnt and

explore ways in which they can apply it in their future experiences. Having completed the e-
EDID6512 Design Project 13

lesson learners should also be able to reflect on their experience with others and peer evaluation

and collaboration can stimulate learning.

Operant Learning Theory

Operant Learning theory through the studies of B.F. Skinner showed how positive

reinforcement strengthens a behavior by providing a consequence an individual finds rewarding.

The removal of an unpleasant reinforcer can also strengthen behavior (Skinner, 1938). One such

approach is the use of Token economies. Token economies are based on the principles of applied

behavior analysis and emphasize the use of positive reinforcement to target behavior change.

Token economies help student visualize progress, accept and work for delayed

reinforcement, learn to self-monitor and learn to regulate behavior. [ CITATION Ols17 \l 1033 ]

What will motivate students to use and complete this e-lesson? Built into the e-lesson is a point

system that kept a running score as they accomplished various tasks throughout the lesson. At the

end a certificate of completion with the total score highlighted their achievement and displayed

the score earned.

Proposed Design

The original design for this project involved the creation of a software tool to remedy the

aforementioned problem. An e-lesson was designed using the Smartbuilder software.

Smartbuilder is an eLearning authoring tool that allows you to create custom elearning without

writing code. One can create an effective and memorable learning experience without a team of

programmers. The e-lesson can be viewed at the following link: SmartBuilder lesson -

Writing for English A.

This software included a menu of options which will provide content on the four problem

areas: summary writing, argumentative writing, short story writing and Expository writing. This
EDID6512 Design Project 14

was presented in a series of slides that provided information about each topic. Students were

able to view and listen to examples and YouTube videos were embedded to help explain certain

topics of interest (See Appendix C for screen shots of the design).

Figure 1 shows the introductory slide

of the e-lesson, here students are

encouraged to enter and submit their

names then click next to continue. This

instruction is heard as an audio

recording plays. Users have the option

of pausing or muting and playing the

audio throughout the e-lesson. There

Figure 1 - Screen shot of introductory slide
are additional buttons on the far top

right. Furthest to the right is the close button used to end the session and close the application.

Beside that is the help button, users are shown a list of buttons and how they can be used. Next is

the Dictionary/translation button, this opens a pop-up window which allows students to search

for a word or phrase. Then there is the home button that allows the user to navigate back to the

introductory slide. The main menu, next and forward buttons all appear on subsequent slides.

As students’ progress through the e-lesson each topic is presented in varying and interactive

ways. On the summaries slide in figure 2 for example, clicking on the audio button dictates the

definition of a summary. This feature is available on all topic slides for expository essays, short

story and argumentative essays. Links to samples and examples as well as past exam questions

were integrated into the design.

Figure 2 - Screen shot of summaries slide

EDID6512 Design Project 15

Additional interactivity was

incorporated into the program where

students could mouse over a key point

and a popup bubble displayed the

Figure 3 - Screen shot of short stories slide Figure 4 - Screen shot of Flipbook
resulting description see figure 3. A flipbook

was used to display the content for the expository writing (see figure 4), students click to turn the

pages.

A Check Your Understanding component comprised a series short quizzes consisted of 5

questions was incorporated after each topic to test their knowledge and to allow students to

reflect and review. At the end of each quiz the resulting score was displayed see figure 5a & 5b.

Figure 3 - Screen shot of short stories slide

Figure 5a, screen shot of a question, 5b screen shot of the resulting score
EDID6512 Design Project 16

At the end of the e-lesson a certificate (figure 6) of completion displaying the name

submitted on the introductory slide and the resulting score from the four (4) check your

understanding tests are displayed. An option to print is also included. The last two slides showed

the credits and references.

Figure 6 - screen shot of certificate of completion

The e-lesson was embedded into the existing blog site that is currently being used by the

English A teacher. Students were encouraged to interact with the software. A simple survey (see

appendix D) as well as testimonials and interviews were conducted with the students and teacher

to find out their thoughts on the e-lessons, what worked, what didn’t work and suggestions for

improvement.

Evaluation of the Design

The purpose of this study is to examine the effectiveness of the e-lesson on the students

who needed to improve their writing skills. It will determine the effectiveness of the design and

the content delivery of the e-lesson amongst the third and fourth form students between the ages

of 13 and 15. The methodology chosen will be explored and justified in this section of the

document.
EDID6512 Design Project 17

Methodology

The field of research has a range of paradigms that have been developed, this includes

qualitative and quantitative designs or a quasi-mix of the two. Quantitative research is a

structured way of collecting data from different sources that can be measured objectively through

the use of polls, questionnaires, and surveys or by manipulating pre-existing data using

computational techniques (Babbie, 2010). On the other hand Qualitative research seeks to gather

an in-depth understanding of a social phenomenon within a natural context, thus focusing on

“why” rather than “what”. [CITATION Hea18 \n \l 1033 ]

For the purpose of this design research, mixed methods which combines both the

qualitative approach and qualitative approach provides the best opportunity to address the

research questions. A questionnaire was used to collect both quantitative and qualitative data and

an interview was used to collect qualitative data (see appendix E).

Methods and procedures

Prior to selecting the survey approach, a number of strategies were considered. The

survey design is a quantitative research methods that uses a questionnaire to obtain research data.

A pre-formulated set of questions in a preset sequence was presented to the defined population. A

sample of the population was determined with no consideration being given as to whether these

students generally perform well or not in English, this thus gives an unbiased sample.

Research Instrument: The questionnaire

A paper based questionnaire was used as a method of data collection. The questionnaire

consisted of a total of 13 questions. There was one open ended questions (Question 13), closed

ended questions (questions 1 – 4, 6, 7 & 9-11). The closed ended questions asked mainly factual
EDID6512 Design Project 18

information such as the class the student was in, and their gender. The liquart question, (question

12) were based on a scale 1 to 5, 1 being strongly disagree to 5 strongly agree. Questions 5

sought to determine the teacher’s effectiveness during lessons and questions 5 gathered data

about the availability of computing devices and the internet in the classroom.

The paper based approach was chosen as it allowed the researcher to more easily distribute the

questionnaire to the students. Some students did not have access to a computer or the internet

access at home to complete the e-lesson or an electronic survey. Also students were more

motivated to complete the questionnaire as it was administered by the teacher, who guided them

through the process.

The questionnaire as a survey instrument allowed for the students perceptions about the use of

technology, strategies the teacher may have used in the classroom and the effectiveness of the e-

lesson. The front page of the questionnaire (see appendix D) introduced the study and described

the purpose of the study. Given that student’s attention span is short and their attention to detail

somewhat limited, the questions were carefully crafted to be non-complex, measurable and

precise. To ensure that respondents understood what the scales for each question meant, an

explanation of the types of scales was given.

The population

The population under study was 106 students. This represents the total number of students in the

third and fourth form classes at the school.

Sample and Sampling method

A sample of the population was determined by selecting 15 random students from third form and

25 random students from fourth form, making a total of 40 students in the sample. The fourth

form students were especially targeted given that the researcher wanted to gather the responses
EDID6512 Design Project 19

of the more mature students who would have been able to give a more objective evaluation of the

e-lesson. These students would be writing the CSEC examination within a year.

Ethics

It is acknowledged by this researcher that full ethical research is impossible (Busher and

Clarke, 1990). Despite this, several ethical components were taken into account when conducting

this research project. An explanatory letter was given on the front page of the questionnaire

survey, which allowed for informed consent about the objectives of the research. It was expected

that the information collected from the students was truthful as there was no perceived threat to

student grades.
EDID6512 Design Project 20

Validity and Reliability

The validity and reliability of this research rests heavily on whether and item measures or

describes what it is supposed to measure or describe. An item is no longer considered valid if the

information is unreliable.

In relation to the questionnaire, validity may have been compromised in cases where the

respondent did not complete the questionnaire accurately. It may be that the students did not

understand what was being asked and opted not to respond. The accuracy could have been

improved if the questions which were unclear were explained for a better understanding.

Otherwise questions could have been reworded for clarity. Additionally, validity may be been

compromised due to the low response rate, as those students who did not participate may have

responded differently to those who have participated significantly enough to change the results

and the conclusion drawn.

Given the sample size was the entire population of the 3rd and 4th formers. A generalization can

be made from the wider population, since the respondents were considered to be representative

of the wider population of students. Another researcher should be able to replicate these findings

in another school and obtain similar results except where cultural differences exist.

Analysis of data

The data collected was analyzed depending on the nature of the question. Questions 1, 2 and 3

will be described via percentages and this shows whether the composition of the sample reflected

a division in gender and class, and those who have difficulty expressing themselves in writing.

Question 4 will be represented by a bar graph for a visual depiction on the areas students found

most difficulty writing. Question 5 will be analyzed using correlational analysis to determine the

effect each area has on the level of perceived success of the English teacher’s actions/efforts in
EDID6512 Design Project 21

the classroom. Question 7 and 9 are represented as pie charts. Question 8 and 10 are represented

as bar graphs. Question 12 will also be analyzed using a correlative analysis to determine the

effectiveness of the lesson and its design. The open ended question 13, will be described via

percentages and this shows how students responded to the e-lesson.

Presentation of findings

The questionnaire consisted of thirteen questions and were distributed to the third and fourth

form students. Forty questionnaires were initially distributed, however 35 questionnaires were

returned. This represents an 88% return rate. Of this 7 students submitted incomplete

questionnaires.

The demographic data indicated that more females responded than males. Out of the 35

respondents, 21 were female and 14 were male. The data indicated that 11 students were in 3rd

form and 24 were in 4th form.

When students were asked if they had a problem expressing themselves in writing, 11 said yes

and 24 said no. This shows that only 31% of the students admit that they do have a problem

writing.

The chart below indicates the areas students have the most difficulty writing. Results show that

summaries are the most difficult areas for students, representing 46% of the respondents.
EDID6512 Design Project 22

Most difficult areas of writing

16

14

12

10

0
Sentences Argumentative Summari es Expos i tory Short stori es

Figure 4 - Bar graph showing the areas students have difficulty writing

Students were then asked how often the teacher performed/conducted certain actions during

English lessons. This question was used to determine how effective the teacher’s efforts were at

preparing students for English A during class. The following table represents the results.

Never In Unsur In In all

or some e most lesson
hardl lesson lesson s
y ever s s
% % % % %
The teacher explains beforehand what is expected of 0 3 0 23 71
the student
The teacher asks whether every student has 0 6 14 26 51
understood how to complete the writing assignment
The teacher checks that students are concentrating 3 6 3 34 51
while working on the writing assignments
The teacher discusses students’ work after they have 0 8 11 28 48
finished the writing assignments
The teacher tells in advance how the work is going to 0 8 6 20 60
be judged
The teacher gives students a chance to ask questions 0 3 8 20 63
about the assignment
The teacher tells students how well they did on the 14 11 20 26 23
writing assignment immediately after
Table 1-Table representing teacher’s efforts in assisting students writing skills during lessons
EDID6512 Design Project 23

The results of this table show that most students have received suitable instructions and

formative feedback during the writing process in most if not all lessons. Quite a few however

seemed unsure.

When students were asked if they use technology in the classroom 57% said yes and 32% said

no. Haven given this response the follow up question as to how often the technology was being

used 38% of the respondents used technology once a month. See chart below for the results.

Frequency of technology use in the classroom

14.29% Everyday
Two to three times a week
38.10% Once a week
23.81% Once a month

23.81%

Figure 5 - pie chart showing frequency of technology use in the classroom

Following this question, the researcher sought to determine if certain devices such as desktop

computers, laptops, internet connection and printers were available for use in the classroom. The

chart below displays the results.

EDID6512 Design Project 24

Devices available in the classroom

Printer

Internet connection

Laptop

Des ktop computer

0 5 10 15 20 25 30 35 40
Yes ,and I us e It Yes , but I don't us e it No

Figure 6 - Bar graph representing the availability and use of devices in the classroom

Clearly in all four (4) areas the majority of students indicated that these devices were not

available in the classroom. Where they were available they did not use them that is the case of

the internet connection, laptop and desktop computer. Notice however the only device that was

not being used is printer as all respondents stated this.

Students were then asked if they use technology to help their writing skills. Results indicate that

80% of respondents said yes.

Do you use technology to help your writing skills?

Yes No

20.00%

80.00%

Figure 7 - Pie chart indicating if students use technology to help their writing skills
EDID6512 Design Project 25

Those who said yes indicated that blogs (31%) and websites (40%) were their go to tools of

choice, with websites being the most used.

Tools used to aid writing

16
14
12
10
8
6
4
2
0
S s s cs r e e
LM og te
do so ov ov
Bl si es ab ab
eb gl
e
roc e e
W o P th th
Go or
d of of
W
ti on ne
na No
bi
m
co
A

Figure 8 - Bar graph showing the tools used to aid writing

The researcher then sought to determine if the students ever used an e-lesson before, the data

shows that 71% of the respondents never used and e-lesson before. Just 10 of the 35 respondents

were familiar with the use of an e-lesson.

After interacting with the e-lesson, students were then asked to express their feeling about its

functionality and design.

Strongly Disagre Unsur Agre Strongly

Disagre e e e Agree
e
% % % % %
The e-lessons was interactive and engaging 0 0 6 34 48
The e-lesson contained suitable audio content 0 3 14 40 48
The e-lesson contained suitable video content 0 6 28 20 31
The e-lesson presented information on the key 0 0 6 26 57
areas of writing summaries, expository essays,
argumentative essays and short stories
The e-lesson presented samples and examples 0 3 8 17 57
I have a better understanding of the concepts 0 3 11 40 31
presented in the e-lesson
The e-lesson can help me improve my writing skills 0 0 6 40 43
I would recommend this to my friends 0 3 8 26 51
EDID6512 Design Project 26

Table 2 - Table indicating student’s response/feedback about the e-lesson

The final question asked respondents to provide feedback about the e-lesson and suggest ways

that it can be improved. The following speech bubbles below show their responses.

The e-lesson was exciting and entertaining it helped me improve my writing skills

The e-lessons is fun. The ways it show the information was interesting. The samples really
gave good ways in which we could write our own. I really enjoyed the tests. It helped me
know exactly what I knew and what I thought I knew

It was very educational and informative, but the video content could have been more specific
in the field of study

The e-lessons is very interesting and informative. There are some minor spelling errors that
need to be corrected but other than that, the e-lesson is really good.

The e-lesson is very good

The e-lesson was interesting, well you need to have more quizzes for various slides. I must
say I learn from this e-lesson. It can be improved by having more comprehension questions
and essays and writing and multiple choice

Having fun games would improve this website in entertainment greatly. The music was a
little distracting and childish, however funny and interesting videos would also help as well.
The website was very informative and creative. The website would be great and I enjoyed it.

The e-lesson was very interactive and is a great way to give a better understanding of the
topics presented and can be used for revision
EDID6512 Design Project 27

The e-lesson is a little bit short, needs more questions. It was very fun

In my opinion the e-lesson was really fun and interesting. Honestly I didn’t really find
anything needing improvement

My feedback on the e-lesson the need to be improved on Argumentative essays

In my opinion the e-lesson was really fun and interesting. Honestly I didn’t really find
anything needing improvement

Maybe have voices to read content

It was pretty fun just need to make the interface a bit better

This is an interactive way for me to learn. I believe there could be more questions

This is a very fun activity and you can learn a lot from it

It is a good website which can help people who have poor writing skills to learn more and
their writing skills can be improved. The e-lesson needs more questions, it is quite
educational and helpful, and more questions would be beneficial
EDID6512 Design Project 28

Interviews Questions and Responses

Why do you think students experience difficulties writing?

Students are experiencing difficulties writing because they are not reading intellectually
stimulating material or notes from class and they are not practicing what was learnt

In what areas do they experience the most difficulty?

The areas of most difficult are the argumentative essay and the summary. With the
argumentative essay students have a problem with reasoning. As it pertains to summaries the
problem lies with paraphrasing and synthesizing.

Do you use technology in or outside of the classroom? In what way?

Technology is used in and out of the classroom. Yes there is a subject blog page set up for
students to access. However this does not occur very often because of limited resources
(computers, internet, rooms where these can be accessed)

What were your initial thought’s about the use of an e-lesson to help teach the concepts in
English A?

I was excited and I welcomed the idea.

What do you think of the overall design?

The overall design is student friendly and the content is accurate

What can be done to improve the design?

To improve the design I suggest you include more video, links to samples and an e-lesson for
grammar.
EDID6512 Design Project 29

Discussion of Findings

The aim of this research was to determine the effectiveness and limitation of an e-lesson

as a technology tool for improving writing skills at the CSEC level. Initial investigations show

that students were not passing English A with acceptable grades especially in the expression

section. Based on the data collected, from the CXC results for the years 2014 and 2016,

approximately 50% of students attain low passes in the expression section of the paper receiving

C and D grades. This researcher sought to come up with a solution and to test the design, and

discuss the findings.

The Interview with the Subject Matter Expert yielded some interesting results. When

asked why students may be experiencing difficulty writing she noted that students were not

reading intellectually stimulating material and not practicing what they have learnt in class.

Further details reveal that students have a problem with reasoning, paraphrasing and

synthesizing. The interviewee indicated that technology use in the classroom is hampered due to

limited resources. She was however optimistic about the use of an e-lesson the help students and

welcomed the idea. When given the opportunity to test the design the interviewee thought that it

was student friendly and the content was accurate. Noted areas for improvement were the

inclusion of more videos, links to samples and a suggestion to include a section dealing with

grammar in the e-lesson. All these are considered positive remarks and suggestions for

improvement.

The data collected from the questionnaire shows that most respondents were female and

were in fourth form. Most of the questionnaires were distributed to the fourth formers as they

were considered to be more mature and objective students. Where 31% of the respondents

admitted to having a problem expressing themselves in writing, more than 60% said they did not
EDID6512 Design Project 30

have a problem. However on closer observation, students did admit that Summaries was the area

they had most difficulty writing followed by argumentative essays, expository essays then short

stories.

If it is that students are experiencing difficulties admittedly or not, this researcher set out

to determine the effectives of the teacher in the classroom as English lessons are being presented.

Seventy-one percent (71%) of students indicated that that teacher explains beforehand what is

expected of them in all lessons and twenty (23%) said in most lessons. A combined seventy-

seven percent (77%) of students stated that the teacher asks whether student understand how to

complete a writing assignment in most and all lessons, Fourteen percent (14%) were unsure. This

trend continues as responses were given to determine if the teacher discusses student work, if the

teacher tells the students how assignments are graded and if students get a chance to ask

questions. However the results take a different turn when the question was asked if the teacher

tells students how well they did on a writing assignment immediately after. Fourteen percent

(14%) said never or hardly ever, 11% said in some lessons, 20 % were unsure, 26% in most

lessons and 23% in all lessons. These mixed results show that some students lack timely and

immediate feedback in some instances and other do receive immediate and timely feedback on

writing assignments during class.

The issue of technology use in the classroom was addressed and 57% said yes they use

technology in the classroom. However the use was limited to once a month with 38% of

respondents indicating this. Internet connection, laptops and desktop computers are available.

Forty percent (40%) indicated that they do not have access to the internet. Thirty-four percent

(34%) of students have access to the internet and use it, and twenty-five percent (25%) have

access but do not use it. The majority did not have access to a laptop or desktop computers.
EDID6512 Design Project 31

Therefore the internet usage may be via the student’s personal smartphone or tablet. Students do

not have access to a printer.

An overwhelming majority 80% or respondents indicate they use technology to help their

writing skills. Here blogs and websites were seen to be the most widely used. It is apparent that

the blog page set up by the Subject Matter Expert is one such resource being used by students.

This was a positive result, since the students are accustomed to utilizing these resources and

access to the e-lesson was and can be seamlessly integrated.

The use of an e-lesson was new for 71% of respondents. They expressed their feeling

about the overall design and functionally. Here 48% of respondents strongly agree that the e-

lesson was interactive and engaging, 34% agreed and 6% were unsure. Concerning the audio

content collectively 88% agreed and strongly agreed that it was suitable. However 14% were

unsure and 3% disagreed. Video content on the other hand shows the 51% thought the e-lesson

contained suitable content, 28% were unsure and 6% disagreed. Here the percentage difference

of 37% exist between the video and audio content, this is an area of concern. A notable response

came from the subject matter expert about the need for more videos, correlating to the response

from the students. Content was not an issues as 83% of respondents mutually agreed or strongly

agreed that the e-lesson presented information on the key areas of writing difficulty.

There were mixed reviews as the whether the e-lesson presented examples and samples.

57% strongly agreed, 17 % agreed, 8 % were unsure and 3% disagree. Perhaps this is an area that

needs to be addressed in addition to the video content. Mixed reviews were also noted when

respondents were asked whether they had a better understanding of the concepts presented 31%

strongly agreed, 40% agreed, 11% were unsure and 3% disagreed. Majority were in agreement,

however the remaining felt otherwise. Collectively 83% of respondents thought that the e-lesson

can help them improve their writing skills, 6% were unsure.

EDID6512 Design Project 32

The final question in this section asked respondents if they would recommend the e-

lesson to their friends. There were mixed feeling as 3% disagreed, 8% were unsure, 26% agreed

and 51% strongly agreed. Further investigation would need to be done to determine why they

would not recommend the e-lesson that qualitative data would be valuable information and the

response could affect even slightly the need for a new approach to the e-lesson.

Feedback about the elesson indications that the program was well received. Comments

ranged from “exciting” and “entertaining” to “interesting” and “interactive”. Notable suggestions

for improvement made mention of the following:

 Specific video content

 Need for fun games
 Improvement to user interface
 More quiz questions
 More content in the area of Argumentative essays
 More comprehension questions, essay writing and multiple choice
 Less distracting music
 Voices to read the content

In looking at the list above, some of these areas would form part of the alternative considerations

and future development of this prototype e-lesson.

Similarities emerged from the results of both the interview and the questionnaire. It is

clear that summaries and argumentative essays are the most challenging areas of writing for

students. Another trend that came out is that both groups indicated that technology use is limited

in the classroom. A blog page and websites are commonly used to assist students with

understanding and applying the concepts of writing. The need for more videos also arose as also

the need for the inclusion of more content.

EDID6512 Design Project 33

Alternative Considerations

Evaluation of the feedback from the students and the subject matter expert has led to an

important variation to the solution. Consideration was given to ensure that the solution indeed

achieves the objective of supporting users as they improve their writing skills. As such the

proposed modifications will give users the opportunity to demonstrate their writing skills.

Alternative 1

It was noted that the e-lesson lacked enough YouTube videos. This indeed was noted not

only in the comments given but the ratings given in the questionnaire which asked if the video

contained suitable video content but in the interview with the subject matter expert as well. In

this alternative, additional YouTube videos were added for each of the topics presented. This will

include the visible option button that says “Watch a video” as a prompt to the user. Follow this

link to view this alternative solution: https://asp2.smartbuilder.com/smartbuilder-

web/repository/lo/z000k0j000000000003w_2/player.html
EDID6512 Design Project 34

Alternative 2

The initial design lacked the component to allow users to compose a piece of writing for

evaluation. The intention is to allow the submitted piece of writing to be e-mailed to the English

Teacher for evaluation. Ideally given more time for development this second variation of the e-

lesson would truly engage the user in demonstrating their writing skills. Feedback on their

composition can be discussed with the teacher during class time and can even form part of a

summative assessment.

Alternative 3

A collaborative feature would be built into this alternative design. A peer review feature

could be added which allows students to review each other’s compositions and grade or rate

them. This dimension would encourage students to further develop their writing skills. There are

however limitations to the software where collaborative features are concerned. The version of

Smartbuilder software used to create this e-lesson is free and only allows certain features in this

setting. If the full access to the software is purchased then a more robust e-lesson can be created.

It would be ideal for the intended audience to be able to test the alternative iterations and

to provide feedback for further improvement. However due to time constraints this was not

possible at the time of presenting this paper. This is critical to the design, as input given can

impact the features developed. Also this design is more than just a prototype, it is and will be

actively used by the English teacher as an aid for the classes at present and in the near future.

Therefore further modifications are in the pipeline to get this e-lesson just right, and will

continue to be developed after this Design Project course is completed.

EDID6512 Design Project 35

Conclusion

Writing is a critical skill for all. It’s a form of communication one encounters every day.

At school, students are taught the basic writing skills. However at later stage in their schooling

they are taught how to write summaries, argumentative essays, short stories and expository

essays. These require critical thinking and reasoning skills. By the time students are ready to

write the CSEC examinations many fail the subject of English A, especially in the area of

Expression.

Students interact with technology on a daily basis and is a necessary tool for instruction.

At present students at the Seventh-day Adventist Secondary school have limited access to

technology in the classroom. The English A teacher had set up a blog page to help assist her

students in grasping the skills of writing. A initial interview and follow up sought to determine

the problem students face when writing and the creation of a technology tool to help address the

problem was envisioned.

An e-lesson – Writing for English A, presented slides of content, consisting of text, audio

and video clips, images and interactivity. Overall the design process was a tedious and time

consuming task. However, preliminary tests of the prototype reveal positive results and also

recommendations for improvements. Alternative consideration were given to help address some

of these areas.

This project is a reminder that the design process takes careful consideration of the

designer’s ability to identify the problem, find an appropriate solution and evaluate the design to

determine if it met the objectives. Instructional designers therefore must be mindful of their

audience, the content to be presented and how the solution affects the intended audience. With

further research it is yet to be known how this e-lesson will affect the writing skills of students.
EDID6512 Design Project 36

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EDID6512 Design Project 37

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EDID6512 Design Project 39

Appendices

Appendix A – Antigua Seventh Day Adventist School - CXC Results for English A – June 2014
EDID6512 Design Project 40
EDID6512 Design Project 41
EDID6512 Design Project 42
EDID6512 Design Project 43
EDID6512 Design Project 44

Appendix B – Antigua Seventh-day Adventist School - CXC Results for English A – June 2016
EDID6512 Design Project 45

Appendix C – Screen shots of e-lesson - Writing for English A

http://www.smartbuilder.com/smartbuilder-2/e-learning-software-tools/Writing+for+English+A/loz0006dp000000000003w/share.html
EDID6512 Design Project 46
EDID6512 Design Project 47

Appendix D – Questionnaire

Writing for English A - Questionnaire

Dear Respondent,

I am a graduate student of the Instructional Design and Technology programme at the University of the
West Indies Open Campus. As part of a project for the course EDID6512 – Design Project I am interested
in gathering information from students about the e-lesson – Writing for English A. It seeks to determine
its effectives and limitations as a technology tool for improving writing skills.

If you are willing to participate in this voluntary study you will be asked to complete a simple survey. This
is unfunded research and is purely for the completion of a final Design Project as per the requirements of
the course indicated. The research will be confidential in nature and the survey results will be reported
in a cumulative manner.

1. What class are you in?

o 3rd form
o 4th form
2. What is your Gender?
o Male
o Female
3. Do you have a problem with expressing yourself in writing?
o Yes
o No
4. Tick which areas you have the most difficulty writing
o sentences
o summaries
o argumentative essays
o expository essays
o short stories
5. In your English Language classes, how often does the following occur?
(Please mark only one box in each row)

1 – Never or hardly ever 2 – In some lessons 3 - Unsure 4 – in most lessons 5 – in all lessons

1 2 3 4 5
The teacher explains beforehand what is expected of
the student
The teacher asks whether every student has
understood how to complete the writing assignment
The teacher checks that students are concentrating
while working on the writing assignments
The teacher discusses students’ work after they have
finished the writing assignments
The teacher tells in advance how the work is going to
be judged
EDID6512 Design Project 48

The teacher gives students a chance to ask questions

about the assignment
The teacher tells students how well they did on the
writing assignment immediately after

6. Do you use technology in the classroom?

o Yes
o No
7. If YES, how often do you use technology in the classroom?
o Everyday
o Two to three times a week
o Once a week
o Once a month
8. Are any of these devices available for use in the classroom?
(Please mark one box in each row)

Yes, and I Yes, but I No

use it don’t use it
1 2 3
Desktop computer o o o

Laptop o o o

Internet connection o o o

Printer o o o

9. Do you use technology to help your writing skills?

o Yes
o No
10. If yes, what tools do you use to help your writing?
o (LMS) Learning Management System (e.g. Moodle, Google classroom etc.)
o Blogs
o Websites
o Google Docs
o Word processor (Microsoft Word)
o A combination of the Above
o None of the Above
11. Have you ever used an e-lesson before?
o Yes
o No
12. Having used the e-lesson, please tick the grid indicating how you feel about the following:
(Please mark only one box in each row)

1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree

EDID6512 Design Project 49

1 2 3 4 5
The e-lessons was interactive and engaging
The e-lesson contained suitable audio content
The e-lesson contained suitable video content
The e-lesson presented information on the key areas
of writing summaries, expository essays,
argumentative essays and short stories
The e-lesson presented samples and examples
I have a better understanding of the concepts
presented in the e-lesson
The e-lesson can help me improve my writing skills
I would recommend this to my friends

13. Please provide feedback about the e-lesson and suggest ways it can be improved?
EDID6512 Design Project 50

Appendix E – Interview questions

Why do you think students experience difficulties writing?

In what areas do they experience the most difficulty?

Do you use technology in or outside of the classroom? In what way?

What were your initial thought’s about the use of an e-lesson to help teach the concepts in
English A?

What do you think of the overall design?

What can be done to improve the design?