Abstract: This study assessed the effectiveness of peer editing strategy for Senior High School students engaged in English academic writing classes at University of Cebu-Banilad Campus, Banilad, Cebu City, S.Y. 2019-2020.
The study employed a quasi-experimental design. There were 40 Grade 12 STEM students involved in this study. These subjects were grouped into two heterogeneous groups: the control and experimental groups. The experimental group was intervened with the use of peer editing strategy while the control group was taught with the traditional method of teaching or the usual class discussion. The instrument utilized was the standardized scoring rubric to assess the performances of both groups of subjects. There is a significant difference between the posttest performances of the control and experimental groups. The findings showed that students who were intervened by peer editing strategy had very good performances; while the students who had traditional method of teaching had good performances. Thus, peer editing has significantly enhanced the students’ performances in academic writing.
The study concluded that the peer editing strategy helps to improve one’s academic skills in writing with the integration of collaborative effort is effective. Furthermore, not only is this strategy a tool for engaged learning activity but also a technique to improve students’ cognitive and metacognitive skills.
Keywords: Academic Writing, Peer Editing, Heterogeneous groups, Quasi-Experimental
Title: Peer Editing Strategy: Key to Successful Academic Writing
Author: Airis Kim M. Codiñera
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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