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The purpose of this research was to investigate the affect of incorporating journal writing in the classroom on gauging student comprehension and mastery of science curriculum. The study spanned eight weeks, and was conducted in a middle school in rural North Georgia. The particular school contained approximately 630 students in grades 6 through 8, with large populations of Caucasian and Hispanic students. The primary setting for observation and data collection was a 7th grade life science classroom. Results from assessment tools such as journals, tickets-out-the-door, labs, worksheets, and quizzes directed the instruction in the classroom. The researcher assessed students’ understanding of content information by analyzing journal entries, and interviewed teachers and students about the benefits of journaling. Findings presented from student journal entries and interviews showed that, when used as a formative tool, journal writing aided in assessing student knowledge and guiding instruction. Faculty Adviser: Sanghee Choi.


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  • Event location
    • Library Technology Center Open Classroom 269

  • Event date
    • 28 March 2012

  • Date submitted

    18 July 2022

  • Additional information
    • Acknowledgements:

      Sanghee Choi