Writing skills applying the spiral curriculum method for high school students

Abstract

Given the deficient levels of argumentative writing identified in the students, the research carried out aimed to determine the impact of the spiral curriculum methodology on the writing skills of high school students, working as an experimental study, quasi-experimental design. with a non-probabilistic sample, with two independent groups, made up of twenty-one students for the experimental and control groups, to whom a pretest and posttest in academic writing was applied, to measure the initial and post-experience level, in the students of the study groups; The collected data were processed with the use of descriptive and inferential statistics, where when having non-normal data, according to the Shapiro-Wilk normality test, the Mann Whitney U was used through the SPSS program, where a value was obtained as a result. p_<0.01 with significant differences between the pre and post-test, in favor of the latter, reaching the conclusion that the methodology of the in-spiral curriculum has a positive and significant impact on strengthening students' writing skills, validating the research hypothesis.