The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation

Abstract

Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a product-based approach discourage students from writing. Creative writing activities, one of the process-based writing approaches, are among the ones that will make students feel like writing and regard writing as a need. The aim of this study is to examine the effects of creative writing activities on students' creative writing achievement, writing attitudes and motivation. The study employed one-group pretest-posttest experimental design. A total of 630 students from first, second, third and fourth grades formed the sample of the study. The data collection tools of the study are “Written Production Instruction†(Türkel, 2011), “Writing Attitude Scale†(Yıldız & Kaman, 2016), “The Scale of Writing Attitude†(Susar Kırmızı, 2009) and “Writing Motivation Scale†(Canıtezer, 2014). Arithmetic mean, standard deviation and t-test results and “Evaluation Criteria Form for Creative Writing†(Susar Kırmızı, 2008) were used to analyze the data. The results showed that creative writing activities have a positive effect on students' creative writing achievement, writing attitude and motivation.