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The aim of this study is to investigate the impact of writing poems and keeping a journal as writing-to-learn activities on the academic achievement of students in teaching the Force and Motion unit in the Science class of fifth grade students in secondary school. Sample of the study consists of 50 students who study in the fifth grade of two different secondary schools located in the east of Turkey in the school year of 2012-2013. These students were assigned objectively to the groups EG1, which performed the activity of writing poems, EG2, which performed the activity of keeping journal, and CG, to which conventional method was applied. That is to say, the experiment and control groups are informed about homogeneity in terms of preliminary knowledge, interest and skill. The study is a quasi-experimental study, where academic achievement test consisting of 25 multiple-choice questions was applied as pretest-posttest. The data were analyzed statistically using SPSS 15. As a result of findings of study, a significant difference was found in terms of academic achievement between EG1, which wrote poems, and CG, to which conventional method was applied. However, no significant difference between EG2, which kept journal, and CG, to which conventional method was applied. In this study, it was concluded that writing poems in the Force and Motion unit has statistically significant impact on academic achievement of fifth grade students, but keeping journal has no statistically significant impact on academic achievement.

universal journal of educational research

The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of "Force and Motion"