The effect of reflective journal writing on science learning

Abstract

The purpose of this thesis is to study the effect of reflective journal writing on science learning. Reflective journals are personal records of students' learning experiences. They are an application of self-evaluation of learning. Science, a part of knowledge or study, is based on truths and facts and on rational and applied activities including the logical study of the structure and behavior of the physical and natural world through observation and experiment. The main focus of this thesis is analyzing the effect of reflective journal writing in science; specifically, the effect of reflective journal writing on science learning in the area of achievement for high school students in a private school in Mount Lebanon. In addition to that, this thesis highlights the importance reflective journal writing on science learning has for learners in order to self-evaluate their learning and share their reflections with others. The sample of this study was chosen to be representative of the entire population. As such, 102 students from Grades 9, 10 and 11 were divided into two groups; 54 students in the control group and 48 students in the experimental group. Three instruments were used: tests, quizzes and exams, a reflective journal rubric by Harvard University, 2015, and the MSLQ questionnaire by Stelar, 2017. Data was analyzed descriptively. The results indicated that students performed progressed in sciences in Grades 9 and 10 (p<0.05). In addition to that, reflective journal writing is a useful tool for self-evaluation as there is a significant difference between the beginning and end of reflective journal writing in Grades 9, 10 and 11 (p<0.001). The findings of this study should encourage teachers and administrators in Lebanon to use reflective journals in all subjects and with all grade levels, and understand the importance of reflective journals in both achievement and self-evaluation.