A Critique of Beck & Fetherston’s Research Article
The Effects of Incorporating a Word Processor into a Year Three Writing Program
Bob Esliger
University of British Columbia
ETEC 500 – Dr. Clifford Falk, Professor
February 8th, 2011
Synopsis
Beck & Fetherston (2003) conducted a qualitative study in their research article titled “The Effects of Incorporating a Word Processor into a Year Three Writing Program”. Through the use of ethnographic methods, the authors sought to determine whether the use of a word processor would enhance primary student’s attitudes toward their writing while at the same time increase their writing skills. The research questions included student attitude toward their writing, writing with a word processor; and the effect of a word processor on writing development (Beck & Fetherston, 2003, p. 144).
The project took place in a school in metropolitan Perth, Australia where seven year three students, five girls and two boys, were selected on the basis of convenience sampling. Initially the researchers interviewed the teacher and students, and then had each of the students produce a writing sample. The writing samples were evaluated using standardized marking criteria. During the course of the study researchers collected data through conversational interviews, observations, field notes, tape recordings and writing sample evaluations. The quality of student writing was assessed at the beginning and end of the project, utilizing two samples written through conventional pen and paper methods and two with the assistance of the word processor. For the purposes of their research, Story Book Weaver Deluxe was used as the word processing software.
After the study student writing samples were analyzed and the students were interviewed regarding their attitudes towards writing with a word processor. The data was then compared and summarized in terms of the three identified research questions.
Analysis
Firstly, the sample size was sufficient for ethnographic case study research; however, the duration of the study was insufficient to provide a compelling argument for the use of word processors in the classroom. In addition, gender, ethnicity, and socio-economic status of the students were not taken into consideration as factors that could influence the research.
Secondly, the term word processor is not a specific term and can easily add confusion to the research. The researchers use the term word processor to refer specifically to Story Book Weaver Deluxe, which is a high-end software with capabilities beyond that of a typical word processor.
A third issue is that the authors state that the students appeared to be at the same stage in their writing development at the beginning of the study (Beck & Fetherston, 2003, p. 155). The use of the word appeared leaves the reader uncertain about the rigor of the pre-assessment strategies used to establish baseline data.
Finally, the importance the teacher placed on visual esthetics may have negatively contributed to the student’s attitude towards the writing process. If neatness is equated with writing skill then any conclusion regarding gains in skill development through the use of the word processor would be unfounded.
In summary, the research does not account for the social, cultural and/or economic status of the students or school neighbourhood. Furthermore, the researchers did not spend a full cycle with the students and therefore the short timeframe raises questions regarding the validity of this piece of research (Gay, Mills & Airasian, 2009, p. 538).
References
Beck, N., & Fetherston, T. (2003). The effects of incorporating a word processor into a year three writing program. Information Technology in Childhood Education Annual, 2003(1), 139-161.
Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational Research. Competencies for Analysis and Applications. NJ: Pearson.
