An analysis of pupils’ reflective writing within a hypermedia framework

This paper is based on an action research project which was undertaken in order to explore further the ways in which reflective writing supports pupils’ learning. The emphasis here is on one part of the research which involved an analysis of pupils’ writing. Twenty four pupils, in one GCSE group, were given two writing activities. The first activity required pupils to write up their work with support from the teacher. The second activity involved pupils writing up their work with support both from the teacher and from a hypermedia reflective writing framework. The writing was then analysed sentence by sentence and the results compared. This comparison suggests that there were improvements in pupils’ ability to reason when they were further supported by a hypermedia reflective writing framework.