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Wesley P. Davis, Central Piedmont Community College, United StatesAbstract
This quasi-experimental research investigated the impact of collaborative writing activities on improving writing performance among college-bound twelfth grade students. The study's key finding demonstrated a statistically significant improvement in participant writing proficiency from pre-treatment to post-treatment assessments among students who self-reported motivation for writing as moderate or high. Collaborative writing activities focused on honing student motivation and building ideation confidence appears to be a beneficial pedagogical tool that enhances overall writing proficiency. Closing the achievement gap has been an emphasis in secondary educational research since 2001 as writing has become more prominent in the language arts curriculum. However, more needs to be done regarding research and policy to address the identified lack of preparedness of college-bound seniors in college and career-ready writing. This research shows that collaborative writing pedagogy can increase student motivation while bolstering the confidence in ideation necessary to be successful at the post-secondary level.
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Conference: WCE2026Stream: Professional Training
This paper is part of the WCE2026 Conference Proceedings (View)
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To cite this article:
Davis W. (2026) Exploring the Correlation Between Ideation Confidence and Motivation and Its Effect on Writing Proficiency ISSN: 2760-7259 The Washington DC Conference on Education 2026: Official Conference Proceedings (pp. 209-218) https://doi.org/10.22492/issn.2760-7259.2026.19
To link to this article: https://doi.org/10.22492/issn.2760-7259.2026.19
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