THE EFFECTS OF WORKSHOP INTERVENTION ON RESEARCH WRITING SKILLS
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Abstract
This study examined the effectiveness of a workshop intervention in improving research writing skills of undergraduate students. A quasi-experimental design was used with forty-seven volunteer participants. Pre- and post-intervention surveys were conducted to measure perceived research writing skills. Descriptive and inferential statistics were employed for evaluation. Results indicated a significant improvement in average research writing skills after the workshop. The study found a positive correlation between workshop effectiveness and students' research writing skills, as well as a positive relationship between research writing skills and confidence. However, no significant relationship was observed between the workshop intervention and confidence. These findings highlight the efficacy of workshop interventions in enhancing research writing skills among undergraduates. Universities and colleges should consider offering targeted training sessions and workshops for specific skills to boost academic performance. These results can guide evidence-based practices for improving research writing skills in undergraduate students.
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