The effect of using the station rotation model on preparatory students' writing performance

Abstract EN

The present study attempted to examine the effect of the station rotation model on developing preparatory students' writing performance.

The study included twenty-five-1st preparatory stage students enrolled in a preparatory school in New Cairo, Cairo, Egypt.

The study adopted the quasi- experimental design.

Twenty-five participants were randomly selected and assigned to one group and they received instruction through the station rotation model.

Data were collected and analyzed using quantitative and qualitative instruments; A pre post writing test, an analytical writing scoring rubric, internet usage survey, a self- assessment checklist, and writing samples.

Findings illustrated that participants showed stronger writing performance in the area of relevance of ideas, reflection, organization, accuracy, and fluency.

Findings also showed significantly higher levels of vocabulary acquisition.

The improvement of students' writing as illustrated by multiple measures suggests that the station rotation model is an effective model for enhancing preparatory students' writing performance.