Evaluation of the Writing Disposition of Elementary

School Sixth Grade Students

Kamil İŞERİ

Nigde University, Faculty of Education Department of Turkish Language Teaching

51100 Nigde / Turkeykamiliseri@gmail.com

Abstract

The objective of this study is the evaluation of

the writing disposition of sixth grade students from

the perspective of different variables using the

Writing Disposition Scale developed by Piazza &

Siebert (2008) and adopted into Turkish by İşeri &

Ünal (2010). At the conclusion of this study we note

that the writing disposition of sixth grade

elementary school students in the confidence and

passion sub-categories, and in the scale as a whole,

2

showed meaningful differences according to the school

they attended but that a meaningful difference in

writing disposition could not be observed in the

persistence sub-category.

Key Words: Writing, writing disposition, grade, gender.

Introduction

The objective in language teaching is to ensure

that the four basic language skills (listening,

speaking, reading and writing) are used in the most

effective and competent manner. Among the leading

comprehension problems in the teaching of Turkish at

elementary school as a mother tongue are the

inability to develop a positive attitude towards the

language, the inability to create love and respect,

and most importantly, the inability to develop

3

language awareness. The inability to develop language

awareness also brings many problems with it. One of

these problems is related to writing skills. This can

involve spelling and punctuation rules or composition

writing stages. Thus, there are many problems arising

from the act of writing and that the act of writing

which occupies an important place in an individual’s

life has been mentioned in the literature (Aslan,

2007:17).

Language teaching is perceived as a whole

together with skills and subject matter and

encompasses activities that are directed toward

developing the students’ cognitive, affective and

kinesthetic characteristics (Sever, 2004:7-27). The

area of activities in teaching the mother tongue for

second level elementary school consists of the four

basic skills and as a subject area, the use of

4

grammar, spelling and punctuation (Sever, Kaya &

Aslan, 2006:25-30). What can be considered as

integrated language skills in Turkish teaching must

be separated into equal time periods and in order to

develop language skills it must be made up writings

of a literary nature. This objective will enable

school books presented to education and teaching

settings to increase the productivity of Turkish

teaching as has been noted in the literature (İşeri &

Ünal 2010; Aslan, 2007; İşeri, 2007; Akyol, 2006;

Demirel & Şahiner, 2006; Özbay, 2003, 2005; 2006;

Sever, 2004; Sever, Kaya & Aslan, 2006; Kavcar,

Oğuzkan & Sever, 2004; Yangın, 2002; Göğüş 1978). In

terms of the productivity of teaching Turkish, it is

necessary that areas of basic skills must be

developed in an “integrated” manner with sufficient,

effective and suitable level of activities.

5

The New Program of National Education (MEB,

2006) provides the necessary examples of activities

in order for the individual to accomplish the gains

associated with the four basic language skills.

Looked at from this perspective, the new education

program provides information that will assist the

teacher in many areas. For an individual living in a

society, the use of linguistic skills gains

importance in a language based communication with

other individuals. Keçik & Uzun (2004:10) note that

in communication based on language, neither sounds,

words nor sentences take on a task by themselves but

that the basic unit of linguistic communication is

texts and that individuals use texts in communicating

with one another. For this reason, texts must provide

examples in writing performance in language teaching.

The act of writing makes it compulsory that text

6

writing be a text producing performance, a linguistic

communication activity and that in language based

communication, texts be used and that concepts such

as communication, text, type of text, text writing,

textualization (Keçik & Uzun, 2004:1-30) be taught to

students.

Many researchers have attempted to define the

act of writing. Hübner, Nückles and Renkl (2010:18)

have indicated that writing is, an activity that is

as widespread as the activity of homework. As one of

the four basic language skills, the act of writing,

is defined, according to Özbay (2006:121) as, the

expression of emotions, thoughts, wants and events

according to certain symbols based on certain rules

and points out that the act of writing is a

necessity. Kirby & Liner (1998) stress that writing

is a complex and high level human behavior (cited in

7

Oral, 2008) and that a good writer must be honest.

The Ministry of National Education (MEB, 2006)

defines writing skills as, the activity of

transferring and telling into writing of seen and

lived emotions, thoughts and knowledge. The writing

skills achieved by students at primary school age

aims at, teaching to write words correctly and thus

to have them gain the practice of reading and

speaking, to recognize a new word, to learn the rules

of writing and to have them gain the desire and habit

of correct writing.

In order for the act of writing to be

sufficiently realized, it is necessary for the

individual to be cognatively, affectively and

kinesthetically developed. Ofsted (1999)

characterizes children’s writing as short and piece

by piece, many times incomplete and the objective not

8

completely stated (cited in Akyol, 2006:93). Akyol

(2006) has indicated that in order to eliminate this

problem, children must first be aware of the

existence of different kinds of writings and

information on the target audience. In order for

students to form different types of texts, it is

necessary that varied types and sufficient

representation (İşeri, 2007b) of these types must be

compared to these texts. Again, according to Akyol

(2006:93), in terms of writing a text based on type,

students have the most difficulty in being

convincing. This is followed by informative and

narrative texts. Accordingly, based on the principle

of from “easy to difficult,” students must first

write narrative type of texts or, to develop their

writing skills, to start with narrative texts.

9

Eliminating incomplete parts in written

narrations, producing a text at the required level is

possible through education. According to Sallabaş

(2009:95), producing a good text requires

observation, reading, thinking and using the mother

tongue well. Hence, applying the rules of rhetoric

becomes compulsory. First, the subject should be

selected and a finding related to the subject should

be displayed. Second, an arrangement should be made

related to the findings, a selection should be made

related to the subject and third, the proposal should

be kept in memory and presented vocally or in writing

(Özünlü, 2001:32). During presentation the structural

characteristics of the language should be given

attention. The objective here is to inform, convince

and please the listener or reader. Therefore, the

produced text being at a certain criteria and level

10

is also the objective in language teaching. Because

the future of the country will be guaranteed by

individuals who have been well trained in every area

of society this will only be possible with the

realization of a sound education. Once writing

retention has been provided this will play an

important role in transferring cultural values. Since

writing skills is an intrinsic situation and

requirement of individuals, it makes it mandatory

that importance be given to writing activities in

every field. Therefore, this situation makes writing

activities all the more important.

Graham, Berninger & Fan (2007:516) evaluated the

three structural relationship models between the

writing success and writing attitudes of elementary

school students. These models are: (a) Writing

attitude effects writing success in a single

11

direction. (b) Writing success effects writing

attitude in a single direction, and (c) the effects

of writing attitude and writing success are

reciprocal.

The model that is most consistent with the data

is the assumption that the writing attitude effects

writing success. In addition, the direct effect

between attitude and success in this model is

statistically important.

Deriving from the word “aptus” in Latin meaning

“suitability” or ‘harmony,” “attitude” means

“behavior,” “circumstance” or “manner.” Daniel Katz

defines it as, subject to an individual’s system of

values, it is a form of pre-thought involving

perceptions that considers a symbol, a person, or the

world as good or bad, beneficial or harmful (cited in

Bağcı, 2007). Tolan, İsen & Sönmez (1985:259) state

12

that aside from affirmation and negation in the

concept of attitude, there are two different

dimensions based on value judgments: The dimension

that encompasses appealingness or effectiveness and

the dimension that encompasses value judgments.

Attitude is seen as a summary of past experiences

that determines the individual’s present or future

behavior and which effects his or her intellectual

development.

There are also definitions that equate attitude

with disposition. According to Smith (1968: 453)

attitude is a disposition that forms thoughts,

feelings and behavior in an orderly manner that is

related to a psychological subject attributed to an

individual. As a condition to this definition

Kağıtçıbaşı (1983:84-85) adds the following

definitions: (a) Attitude concerns an individual. (b)

13

Attitude is a disposition that is attributable to an

individual. Attitude is not a characteristic that can

be directly observed but is assumed to be observable

from the behavior of the individual namely; it is a

disposition that prepares the behavior, and (c) an

attitude is a psychological subject matter. Whereas

in some situations it may be the subject of an

attitude for others it may not be. In other words,

attitude varies from one person to another.

Ralflinton sees attitude as an implicit reaction

and that attitude is not a directly observable

characteristic but an assumption derived from an

observable behavior of the individual. For Lambert

attitude is an organized and consistent manner of

thought, feeling or reaction of an individual toward

people, groups, social topics or any environmental

event. Thus, attitude is not only a form of reaction

14

but also reflects thoughts and feelings (cited in

Ülgen, 1997).

In the area of teacher training a thing that is

taught by the concept of disposition that is not

fully understood is due to the lack of theoretical

identification. Disposition must be related to the

analysis of the cognitive structure in reflective and

moral areas that includes how an individual lives,

thinks and acts as a result of various experiences.

By accepting and taking into consideration a

teacher’s particular characteristics, disposition

become characteristics that are attributable to the

teacher and these characteristics develop when he or

she participates in occupational training programs

(Lisa & Alan, 2007).

Sockett (2009) states that disposition is, a

virtue in an individual’s success against obstacles

15

by that individual and which has intrinsic

motivational characteristics. For Piazza & Siebert,

(2008:275) disposition is accepted as, a wide

structure whereby the act of writing includes self-

discipline, perseverance in the face of difficulties,

tolerance of ambiguity, autonomy, willingness to take

risks, motivation, self-efficacy and interest.

The term disposition in the past was defined by

psychologists as, an expression of inner

characteristics that includes creative and

personality features that can effect an individual’s

interaction with others and with his or her

environment (Ziegler, Bain, Bell, McCallum & Brian,

2006:60).

Even though researchers express effective

structures as an individual’s present mental

characteristics that explain a previous cognitive

16

balance to learning, an increasing number of

researchers see the effect as an interaction during

social process (Hayes, 2006). In this new

understanding of conceptual relationship, the view

that dispositions effects and is effected by (a)

cognitive factors such as skills, content or writing

knowledge and strategic processes, and (b) social

factors such as meaningful duties, achievement

targets, various learning conditions and environment

is argued. This interaction of dispositions in

cognitive and social factors results in effective

reactions that -positively or negatively- explain the

writer’s view to writing (Piazza & Siebert,

2009:275).

Purpose

The objective of this study is to present the

writing disposition of sixth grade elementary school

17

students based on different variables. Towards this

end, the answers to the following questions were

sought: To the question, “What is the writing

disposition level of sixth grade elementary school

students?” the following related sub-questions were

formed:

Are there meaningful differences in writing

dispositions according to the gender of the student?

Are there meaningful differences in writing

dispositions based on the schools that they attend?

Method

This research is structured on a survey model in

which the objective is to describe a situation that

occurred in the past or is present in the manner that

exists now. Survey models are a research approach in

which the target is to describe a situation that

occurred in the past or is present in the manner that

18

exists now. The subject to this research, is the

attempt to define an event, individual or object

within its own conditions and as it appears. No

effort is made to change or affect it in any manner

(Karasar, 1999:77). For this reason a survey model

was employed. This study is limited to sixth grade

students during the 2008-2009 education year in

central Niğde province.

In this study, first a review of the literature

was conducted on language attitudes and writing

disposition relating to language skills and a

timeframe was planned accordingly. The data for the

study was collected using the scale developed by

Piazza & Siebert (2008) and adopted into Turkish by

İşeri & Ünal (2010) for which permission was

obtained. An official application was made to the

Niğde Province National Education Directorate in

19

order to apply the scale and the necessary permission

was received from the Directorate. The data was

distributed to the students by the researcher through

guidance counselors and collected after the

assessment was completed. A line number was given to

the scale factors and fed into a computer for

analysis. The study was completed after the data was

analyzed.

Working Group

The working group in this study consists of 1166

students in sixth grade from the 24 elementary

schools (5 Şubat , 19 Mayıs , 23 Nisan , 75. Yıl

Mustafa Altuncu , Ali Ulvi Arıkan , Alparslan , Asım

Ve Zeynep Ecemiş , Atatürk , Behzat Ecemiş ,

Cumhuriyet , Dr. Sadık Ahmet , Gazi , Halil Kitapçı ,

Hazım Tepeyran , İnönü , Kemal Aydoğan , Kemal

Çetintürk , Mehmet Emet Aydoğan Okulu, Memnune

20

Türker Altuncu , Murtaza Ve Naile Uyanık , Nezihe ve

Tahsin , Sakarya , Selçuk , Zahide Sefer ) in central

Niğde province. The schools in question are official

elementary schools in Niğde Province. Since the

compulsory elementary school age in Turkey begins

after the child has completed his or her sixth year,

the working group consists of sixth grade students

between 12 and 13 years of age. In the period

following the permission received from Niğde Province

National Education Directorate, the schools were

visited one by one and the Scale forms distributed to

the guidance counselors. Information was provided on

how the Scale was to be applied. The average response

time to the Scale by the sixth grade students is

between 15 and 18 minutes. The Working Group

consisted of 1166 students of which 587 were girl and

21

579 were boy students. The distribution by schools

according to gender is given in Table 1.

In analyzing Table 1, we note a fairly even

distribution by gender among the students attending

the schools. The data collected from these students

attending Central Niğde elementary schools was on a

volunteer basis. The largest data collected was from

Selçuk Elementary School with 114 students of which

59 were girl and 55 were boy students while the least

amount of data was collected from Halil Kitapçı

Elementary School with 22 students of which 9 were

girl and 13 were boy students. It can be observed

that the number of students is not balanced between

schools. The reason for this is the number of

students that are registered to each school.

Data Collection Method

22

The Writing Disposition Scale is an evaluation

tool developed by Piazza & Siebert (2008) to

determine the writing disposition of elementary and

middle school students. The Scale was applied to

fourth, fifth and sixth grade students in six

different schools involving 884 students. The Scale

covers three sub-categories of confidence, persistence and

passion. The total Scale consists of 93 articles of

which each sub-category is made up of 31 articles.

The Scale is a five answer Likert-type scale that

varies from “completely disagree” to “completely

agree.” Negative answers have been reversely graded.

The lowest point to be obtained from the Scale is 93

and the highest is 465.

As a result of the reliability and validity work

done on the Scale, the last version consisted of

eleven items of which three are in the confidence,

23

four in the persistence and four in the attitude sub-

categories. The lowest point to be obtained from the

Scale is 11 and the highest is 55. The higher points

indicate that the writing dispositions of the

students are in a positive direction, while lower

points indicate that writing dispositions are

negative. The Cronbach alfa reliability coefficient

for the Scale as a whole was .893 while the

confidence, persistence and passion coefficients were

.806, .749 and .914, respectively. The sample of the

Scale was found to be reliable and valid.

The Turkish version of the Scale was compiled by

İşeri & Ünal (2010) and as a result of the factor

analysis conducted on the Writing Disposition Scale,

three factors were obtained. The first factor

indicates that the total variation in relation to the

Scale is 30.08 percent; the second factor is 8.45

24

percent and the third factor is 7.73 percent. Total

factor variation, therefore, is 46.26 percent of the

Scale. After factor rotation, the first factor of the

Scale consisted of 11 articles, the second factor of

8 articles and the third factor of 4 articles. The

load values of the articles in the first factor

varied between 0.601 and 0.702; between 0.561 and

0.668 in the second factor and between 0.632 and

0.748 in the third factor.

The Cronbach alfa coefficient was used to

calculate the findings relating to the Scale’s

reliability and was found to be .874 for the Scale as

a whole; .882 for the passion sub-category; .734 for

the confidence sub-category and .639 for the

persistence sub-category.

Findings Relating to the Validity of the Scale

25

To determine the validity of the Scale for this

study a factor analysis was conducted. First in order

to find out whether the Scale is suitable to a factor

analysis a KMO and Barlett’s test of sphericity was

conducted. In this context, the KMO test measurement

results require a .50 or above value and

statistically the Barlett’s test of sphericity

results should be significant (Jeong, 2004:70). As

a result of the tests conducted, the KMO test

results were .92, the Barlett’s test of sphericity

result was found to be significant (P<0.01) and that

a factor analysis can be conducted on this Scale.

The factor analysis results showed that the

common factor variance was between .37 and .55.

Büyüköztürk (2002:119) states that the common factor

variance of articles being near 1 or above .66 is a

26

good result but that in general this is difficult to

obtain in application.

When the slope inclination graphic relating to

the factor analysis and the factor 1 load value is

examined, the Scale again is found to have three

factors. In the first factor, the total variance was

30.05 percent, for the second factor it was 8.81

percent and for the third factor it was 7.90 percent.

The total factor size accounts for 46.77 percent of

the Scale.

Findings Relating to the Reliability of the Scale

Findings relating to the reliability of the

Scale were calculated according to the Cronbach alfa

coefficient and the Scale as a whole was found to

be .87, the passion sub-category was .89, the

confidence sub-category .71 and the persistence sub-

category.63

27

Analysis of Data

Prior to the analysis of the collected data a

sequence number was given to each survey. The

evaluations were based on a scale of 1166. In the

analysis, the teacher candidates, in order to

calculate the points to the answers provided,

assigned 5 points to “fully agree,” 4 points to

“agree,” 3 points to “undecided,” 2 points to “not

agree” and 1 point to “fully disagree.” The lowest

point that can be obtained from the Scale is 21 and

the highest point is 105. As a result of the

analysis, the findings obtained from the problem

sentence were giving a range as a basis in the

following manner: 1.00 – 1.79 for “fully disagree,”

1.80 – 2.59 for “not agree,” 2.60 – 3.39 for

“undecided,” 3.40 – 4.19 for “agree” and 4.20 – 5.00

for “fully agree.” The findings relating to the sub-

28

problems were analyzed according to the independent

sample t test and the one way ANOVA.

Results and Interpretations

The results relating to the problem sentence

(“What is the writing disposition level of elementary

sixth grade students?”) of the analysis are given in

Table 2.

In analyzing Table 2 we note that the writing

disposition in the confidence ( =3.81), passion ( =3.62)

sub-categories and the Scale has a whole ( =3.63) is

at the “agree” level and positive while the

persistence sub-category ( =3.38) is at the

“undecided” level.

The results in the first sub-problem (“Are there

differences according to the gender of the pupil in

the writing disposition levels of sixth grade

elementary school students?”) are given in Table 3.

29

In analyzing Table 3 we note that the confidence

(t(1164)= 6.024, P<.01), passion (t(1164)= 4.943, P<.01)

sub-categories of the writing disposition of sixth

grade elementary students and in the Scale as a whole

(t(1164)= 5.850, P<.01) showed meaningful differences

according to the gender of the students. However, in

the persistence (t(1164)= 1.919, P>.01) sub-category,

writing disposition does not show a meaningful

difference. In analyzing the mean points from the

sub-categories related to the Scale and from the

Scale as a whole, it can be seen that the confidence

and passion sub-categories as well as the Scale as a

whole shows a difference in favor of girl students.

The findings in the second sub-problem (“Are

there meaningful differences in the writing

disposition of sixth grade students based on the

school that they attend?”) are given in Table 4.

30

In reviewing Table 4 we note that the confidence

(F (23-1142)= 2.120, P<.01), passion (F(23-1142)= 2.903,

P<.01) sub-categories of the writing disposition of

sixth grade elementary students and in the Scale as a

whole (F(23-1142)= 2.750, P<.01) showed meaningful

differences according to the schools they attended.

However, in the persistence (F (23-1142) = 1.150, P>.01)

sub-category, writing disposition did not show a

meaningful difference.

In order to determine the source of the

difference, a Tukey HSD test was carried out. In

reviewing Table 4, we note that among Gazi, Sakarya,

Alparslan, Asım Zeynep Ecemiş, Kemal Çetintürk,

Zahide Sefer Elementary Schools in the confidence sub-

category, a meaningful level of difference was found

between Gazi and Zahide Sefer Elementary Schools. In

analyzing the descriptive statistics, we note that in

31

the first sub-category (confidence) the difference

was in favor of Sakarya Elementary School and that in

the second sub-category (persistence) it was in favor

of Gazi Elementary School.

In the third sub-category, passion, a meaningful

difference was found among Sakarya, Alparslan,

Atatürk and Gazi Elementary Schools in favor of

Sakarya Elementary School; and among Murtaza Naile

Uyanık, Alparslan and Gazi Elementary Schools in

favor of Murtaza Naile Uyanık Elementary School.

As to the Scale as a whole, we note that among

Sakarya, 23 Nisan, Alparslan, Asım Zeynep Ecemiş,

Gazi, Atatürk and Zahide Sefer Elementary Schools a

meaningful difference was found in favor of Sakarya

Elementary School; and between Alparslan and Murtaza

Naile Uyanık Elementary Schools a meaningful

32

difference was found in favor of Murtaza Naile Uyanık

Elementary School.

Conclusions

This study concluded that the writing

disposition among sixth grade elementary school

students was positive, that the writing disposition

of girl students compared to boy students was more

positive and that the writing disposition levels of

schools showed differences among each other. In terms

of the writing disposition, the Sakarya Elementary

School in the confidence sub-category of the Scale; the

Gazi Elementary School in the persistence sub-category

and Sakarya and Murtaza Naile Uyanık Elementary

Schools in the passion sub-category were found to have

a higher writing disposition compared to other

elementary schools. In the Scale as a whole, again

the Sakarya and Murtaza Naile Uyanık Elementary

33

Schools were found to have a higher writing

disposition compared to other elementary schools.

As Piazza & Siebert (2008:280) have indicated,

the common objective of teachers it to teach their

writing skills and strategies to their students. In

order for this objective to be realized, the approach

of the teachers should not merely be to fulfill their

writing requirements but also to accompany the

students on subjects they enjoy writing and which

they attach importance and thereby develop their

writing dispositions.

Based on the conclusions of this study, similar

studies can take place in other provincial centers or

in elementary schools outside provincial centers and

in line with the data obtained from these schools

more objective results can be obtained.

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