Improving The Academic Literacy of Elementary School Teachers Through a Workshop an Writing Scientific Articles
Abstract
This community service activity aimed to: enhance teachers’ understanding of the concept and structure of scientific articles; develop teachers’ skills in drafting scientific articles; and foster motivation for academic publication. The activity was implemented through a two-day participatory workshop using an andragogical approach that emphasized active engagement and experience-based learning. The participants comprised 12 teachers. Methods used included lectures, demonstrations, guided practice, and structured feedback on article drafts. Evaluation instruments consisted of written tests (pre-test and post-test) and a draft article assessment rubric. Results showed an average improvement in participants’ understanding from 47.5 (poor category) to 78.3 (good category), with a mean N-Gain of 0.59 (medium category) and a standard deviation of 0.08. Furthermore, 83% of participants (10 out of 12 teachers) successfully produced article drafts with a complete IMRaD structure, and 100% expressed interest in attending further training. This activity concludes that the andragogy-based scientific article writing workshop effectively enhanced teachers’ academic literacy competency and promoted a scientific writing culture in elementary school settings. These gains should be sustained through a follow-up mentoring program to support participants in completing articles ready for publication.
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References
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