Learning Culture-Responsive Biographical Writing Through a Google Sites Assisted Multiliteracies Model Based on High School Students Learning Styles

Abstract

This study aimed to examine the effectiveness of a Google Sites-assisted multiliteracies model in teaching culture-responsive biographical writing based on senior high school students’ learning styles. The study employed a mixed-methods approach using a sequential explanatory design. The participants were 30 tenth-grade students selected through purposive sampling. Quantitative data were collected through a culture-responsive biographical writing test and a learning styles questionnaire, while qualitative data were obtained through classroom observations, interviews, and documentation. The quantitative findings showed a significant improvement in students’ writing performance after the implementation of the instructional model. The average writing score increased from 78 to 87, and learning mastery improved from 90% to 100%. Improvements were found across all learning style groups, with visual learners demonstrating the highest gain, followed by auditory and kinesthetic learners. The qualitative findings revealed that the integration of texts, images, videos, and other digital resources through Google Sites enhanced students’ engagement, supported information processing, and facilitated the development of more comprehensive and well-organized biographical texts. The study concludes that the Google Sites-assisted multiliteracies model is effective in improving students’ culture-responsive biographical writing skills while accommodating diverse learning styles.