The Effectiveness of Reflective Writing in Improving Ninth Grade Students’ Learning

Abstract

This research aimed to identify the effectiveness of reflective writing in improving students’ learning. To achieve the goal of the study, a quasi-experimental methodology was used; the resercher employed a group of ninth grade students in six schools in "Ramallah and Al-Bireh" and “Jerusalem suburbs” districts whol used Reflective Writing Forms, and compared their achievements with an equivalent group who did not use such forms. Qualitative descriptive analysis was used to investigate students and teachers’ opinions about the effectiveness of the forms in improving their learning.

The results showed that employing reflective writing forms improved students’ achievement and their abilities t: express ideas, retrieve information, and link learning to life, identify strengths, rely on themselves in learning, solve learning problems, and generate more questions. Therefore, the research recommended expanding the experience of applying reflective writing forms in schools, conducting workshops for teachers to enhance students’ reflections, and giving them opportunities to express their ideas and reflections orally and and in writing.