It was hypothesized that if students become interested and focused on a topic through the integration of a multimodal composition at the beginning of the writing process that they will be more successful in the later stages, and their overall final drafts will yield better academic results. Concerning academics, the data presented shows that students' final research paper grades correlated very closely to one another, with both classes’ average scores proving to be an identical 37 percent (See Figures 1 and 2).
Figure 1: Student Grades in Class A (received intervention)
Figure 2: Student Grades in Class B (did not receive intervention)
The similar results in the overall academic success of students in writing their research papers tells us that the intervention of the multimodal project had virtually no effect on students' overall academic achievement as measured in results. However, a baseline indication of how well students had performed on similar writing assignments is needed to know whether those students in Class A actually improved their writing skills significantly to earn the same grades as Class B, thereby creating a situation in which the intervention could have been deemed successful. Unfortunately, those measurements were not collected so there is no way of knowing how much students writing capabilities have improved since completing the intervention.