The effects of regular journaling on 8th grade physical science students' learning and attitudes

Abstract

During this research, frequent journaling was introduced to eighth grade physical science classes to determine the effect on their mastery of new science concepts, as well as their attitudes concerning science and learning about science. Both Likert attitude surveys and summative assessments were given pre-treatment and post-treatment for comparison. Students certainly did not like the journal assignments, because they did not want to write, however, both science attitudes and performances improved slightly.