The effect of digital stories on primary school students’ creative writing skills

Abstract

This study aims to determine the effect of digital stories on the creative writing skills of primary school 4th-grade students. For this purpose, a quasi-experimental research model with a pretest-posttest control group was utilized. The data were collected in the second semester of the 2018–2019 academic year in Şanlıurfa, Turkey. Prior to application, students in both groups wrote 3 stories using 3 different story maps prepared by the researcher at the beginning. During the research process, eight digital stories created by the researcher were played to the students in experimental group. In contrast, these stories were read by the teacher and listened by the students in control group. At the end of the 8-week application process, students were expected to write 3 stories based on the same story maps. “Creative Writing Rubric” was used to determine the creative writing scores of the students in the experimental and control groups both before and after the application process. In the study, it was figured out that digital stories increase the creative writing success scores of the students in the experimental group. It was also identified that there is a significant difference between the creative writing pretest and post-test mean scores of the students in the experimental and control groups in favor of the post-tests. In addition, the effect of the digital stories applied to students in the experimental group on creative writing skills was greater than the students in control group instructed by paper-based technique. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature