Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6983922, ISSN 2822-4353

Research Article

Effect of Creative Activities on Creative Writing Achievement

Jhon Ryan B. Espura*

For affiliations and correspondence, see the last page.

Abstract
This experimental research aimed to determine the effect of creative activities on the creative writing
achievement of the Grade 11 learners. Among the 106 participants 53 composed the experimental
group and another 53 composed the control group. Results revealed that the pre-test scores of the
Grade 11 learners exposed to creative activities in poetry and essay were very satisfactory, while, in
short story were satisfactory. Likewise, those exposed to traditional method in poetry and essay
were very satisfactory, while in short story was satisfactory. The post-test result for the group
exposed to creative activities in poetry, short story, and essay was very satisfactory, while those
exposed to traditional method in poetry, short story, and essay was very satisfactory. There was no
significant difference in the pre-test scores of Grade 11 learners in poetry, short story, and essay for
those exposed to creative activities and traditional method. There was a significant difference in the
post-test scores of Grade 11 learners in poetry, short story and essay between groups exposed to
creative activities and traditional method. There was a significant difference between the pre-test
and post-test scores of those exposed to creative activities and traditional teaching. The mean
increase in poetry, short story and essay scores in pre-test and post-test for both groups exposed to
creative activities and traditional teaching was very large.

Keywords: Creative Activities, Creative Writing, Grade 11 Learners, Traditional Teaching

Introduction
The reflection of creative aspects of students in school
environment can be seen mostly in the texts they
produce by using writing skills. For this reason,
creativity and writing skills are very close together and
identical (Tok & Kandemir, 2015).
Writing has enlightened the human condition
according to the National Commission on writing in
America‘s School and Colleges (2003.)It has been the
most important tool which chronicled the significant
history of the world. Mastering the basics in the
English language, writing can be an effective way of
communication globally (Belgira, et al., 2012).
Moreover, according to Akhter (2014) writing is one
of the language skills which is considered a powerful
mode of communication. However, writing is
considered much more difficult language skill to learn
like speaking rather than listening and reading. Most
of the learners need more time in acquiring writing
skill successfully.
The study of Tok & Kandemir (2015) assessed the
achievement of students in writing. In a particular
creative writing activity, a picture was given to each
student and students are expected to look carefully to
the picture, and create a little story about that situation.
Students were free to create a different situations and
tell ideas about that. The results of the study show that
the application of creative writing activities is effective
in increasing 7th grade students‘ writing achievement
in English and using creative writing activities has a
positive effect on the writing dispositions of 7th grade
students.
As it is observed, the students were apathetic in the
usual way creative writing is taught. They needed
motivation to write well and the usual set up tend to
bore them. Students would just sit on their chair and
become passive. Thus, the researcher believed that
creative activities could be a remedy or alternative to
make creative writing classes fun and engaging and
encourage learners to develop and focus more on their
creative writing skills.
This study is based on Metacognition Theory by John
Flavell which is an intertwined network of knowing
about and regulating ones thinking. Therefore, to
engage in metacognitive regulation, metacognitive
knowledge is accessed, applied, and refined
(Matusovich & Cunningham, 2019).
In this study the researcher linked or integrated
activities that enhanced the creative thinking skills of
the participants especially in writing. In order to
regulate the cognition of the learner, they have
undergone processed like planning, monitoring,
controlling, and evaluation. The researcher planned out
the activities to help in the development of their

Jhon Ryan B. Espura

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Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6983922, ISSN 2822-4353
Research Article
cognitive skill. In the monitoring stage, the researcher
integrated creative writing activities and somehow
recorded the progress of the participants. In the
controlling stage, the responses were considered and
noted to check if the strategies or activities employed
are sufficient for the cognitive development.
Finally, in the evaluation part, the progress and result
of the activities employed are assessed if, indeed, these
helped the participants gain satisfactory writing
achievement.
This study is also based on Piaget's Theory of
Cognitive Development which explains how a child
constructs a mental model of the world. He disagreed
with the idea that intelligence was a fixed trait, and
regarded cognitive development as a process which
occurs due to biological maturation and interaction
with the environment (McLeod, 2019).
This is also commendable to the research because the
researcher‘s objective is to develop the cognitive
aspect of the participants. This theory emphasizes that
the respondents will undergo process to develop more
of their skills especially in creative writing through
creative activities that will help in enhancing their
imagination and provide them various learning
experiences to shape their maturation and cognition.
Research Questions
This study aimed to determine the effect of creative
activities to Grade 11 learners‘ creative writing
achievement. Specifically, this sought answers to the
following questions:
1. Is there a significant difference in the pre-test scores
of the Grade 11 learners exposed to creative activities
and traditional teaching?
2. Is there a significant difference in the post-test
scores of the Grade 11 learners exposed to creative
activities and traditional teaching?
3. Is there a significant difference in the pre-test and
post-test scores of the Grade 11 learners exposed to
creative activities and traditional teaching?
4. Is there a significant difference in the mean gain
scores?
Jhon Ryan B. Espura
Methodology
This study aimed to determine the effects of creative
activities on the creative writing achievement of the
Grade 11 learners. It focused only on the Grade 11
learners enrolled in the School Year 2019-2020 and
the activities were charades, bouncy castle ball, draw
and tell, and role play which helped them to write an
essay, poem, and short story through their personal
experiences of these creative activities. In addition,
the researcher administered a researcher-made test
which was submitted for validation and reliability
testing.
The researcher used Statistical Package for Social
Sciences (SPSS). For descriptive analysis, frequency,
mean, and standard deviation were used. For
inferential statistics, the t-test for independent samples
and paired samples were used.
This experimental research has a semblance of quasi-
experimental design. According to Baraceros (2016),
this is a bias-free selection that ensures objectivity of
the results. This design is the best way to examine
causal relationships. There were two groups in this
design namely a) Experimental group, and b) Control
Group. The experimental group was exposed to
intervention or treatment which was the creative
writing activities while the control group was exposed
to the traditional way of teaching. Both groups had the
pre-test and post-test. Quasi- experimental is used to
determine the differences of both groups in terms of
their creative writing achievement based from the pre-
test and post-test result.
Results and Discussion
Difference in the pre-test scores of Grade 11
learners exposed to creative activities and
traditional teaching
The difference in the pre-test scores of Grade II
learners exposed to creative activities and traditional
method was determined using t-test for independent
samples. In poetry, there was no significant difference
between those exposed to creative activities (M = 2.53,
SD = 0.23) nd traditional method (M = 2.55, SD =
0.28); t (52) = -0.380, p = 0.705, two-tailed.
In short story, there was no significant difference in
the pre-test scores between groups exposed to creative
activities (M = 2.49, SD = 0.29) and traditional method
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Research Article
(M = 2.48, SD = 0.33); t (52) = 0.312, p = 0.756, two-
tailed.
In essay, there was no significant difference in the pre-
test scores between groups exposed to creative
activities (M=2.72, SD = 0.36) and traditional teaching
(M = 2.84, SD = 0.27); t (52) = -1.955, p = 0.053, two
tailed.
The p-values were greater than 0.05 alpha level of
significance, therefore, the researcher failed to reject
the null hypothesis which states that there is no
significant difference in the pre-test scores of the
Grade 11 learners exposed to creative activities and
traditional teaching.
This implied that the pre-test scores of the learners
exposed to both methods were almost the same, thus,
the two groups were comparable.
Table 1. Difference in the Pre-Test Scores of the
Grade 11 Learners Exposed to Creative Activities and
Traditional Teaching
Difference in the post-test scores of Grade 11
learners exposed to creative activities and
traditional teaching
Using the t-test for independent samples, the
difference in the post-test results of Grade II learners
exposed to creative activities and traditional method
was determined.
The post-test result in poetry revealed a significant
difference between groups exposed to creative
activities (M= 3.43, SD = 0.22) and traditional method
(M= 2.91, SD = 0.25), t (52), 11.477, p = 0.00, two-
tailed. The magnitude of the difference was very large,
the effect size calculated using (eta) 2 = 0.56.
Likewise, in short story, Grade II learners‘ post-test
Jhon Ryan B. Espura
result was significantly different between groups
exposed to creative activities (M = 2.49, SD = 0.29)
and traditional method (M = 2.48, SD = 0.33), t (52),
11.736, p =0.000, two tailed. The magnitude of the
difference was very large, the effect size calculated
using (eta)2 =0.57. Finally, result was significantly
different in essay, between groups exposed to creative
activities (M= 2.72 SD = 0.36) and traditional method
M = 2.84, SD =0.27), t (52), 6.208, p =0.000, two
tailed. The magnitude of the difference was very large,
the effect size calculated using (eta)2 =0.27.
The p-values were less than 0.05 alpha level of
significance, therefore, the null hypothesis which
states that there is no significant difference in the post-
test scores of the Grade 11 learners exposed to creative
activities and traditional teaching was rejected.
This implied that there was a development in the skills
of the learners exposed to creative activities because
there was a significant change that happened in their
achievement.
Table 2. Difference in between the Post-Test Scores of
Grade 11 Learners Exposed to Creative Activities and
Traditional Teaching
Difference in the pre-test and post-test scores of
Grade 11 learners exposed to creative activities and
traditional teaching
To determine the pre-test and post-test scores of Grade
11 Learners exposed to creative activities and
traditional teaching was determined using paired-
samples t-test. For the group exposed to creative
activities, there was a statistically significant increase
in poetry testscoresfrom pre-test(M = 2.53, SD = 0.23)
to post-test (M = 3.43, SD = 0.22), t (52) = 20.578, p <
0.001(two-tailed). The magnitude of the difference
was every large, the effect size calculated using(eta)2=
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Research Article
0.89; in short story test scores from pre-test(M = 2.49,
SD = 0.29) to post-test (M = 3.41, SD = 0.24), t (52) =
18.016, p < 0.001(two-tailed). The magnitude of the
difference was very large , the effect size calculated
using (eta)2= 0.86, and in essay test scores from pre-
test(M = 2.71, SD = 0.36) to post-test (M = 3.37, SD =
0.22), t (52) = 13.267, p < 0.001(two-tailed).The
magnitude of the difference was every large, the effect
size calculated using(eta)2= 0.76.
For the traditional method, there was a significant
increase in poetry from pre-test(M = 2.55, SD =
0.29)to post-test (M = 2.91, SD = 0.25), t (52) =
14.856, p < 0.001 (two-tailed). The magnitude of the
difference was every large, the effect size calculated
using(eta)2= 0.81; in short story from pre-test(M =
2.48, SD = 0.33)to post-test (M = 2.75, SD = 0.32), t
(52) = 19.131, p < 0.001(two-tailed). The magnitude,
the effect size calculated using (eta)2= 0.88; and in
essay from pre-test(M = 2.84, SD = 0.27)to post-test
(M = 3.09, SD = 0.25), t (52) = 13.462, p < 0.001(two-
tailed).The magnitude of the difference was every
large, the effect size calculated using(eta)2= 0.78.
Therefore the null hypothesis which states that there is
no significant difference in the pre-test and post-test
scores of the Grade 11 learners exposed to creative
activities and traditional teaching was rejected.
This implied that there was a development in the skills
of the learners because there was a significant increase
that happened in their achievements in both methods.
Table 3. Difference in the Pre-Test and Post-Test
Scores of the Grade 11 Learners Exposed to Creative
Activities and Traditional Teaching
Jhon Ryan B. Espura
Difference in the mean gain scores of the Grade II
learners in the pre-test and post-test scores when
exposed to creative activities and traditional
method
The mean increase in poetry test scores of Grade 11
learners exposed to creative activities and traditional
method(pre-test and post-test) was determined using
independent-samples t-test. For creative writing, the
eta squared statistic (0.89) indicated a very large effect
size for poetry with95% confidence interval ranging
from 0.81 to 0.99.The eta squared statistic (0.91)
indicated a very large effect size for short
storywith95% confidence interval ranging from 0.81 to
1.01.The eta squared statistic (0.66) indicated a very
large effect size for essay with 95% confidence
interval ranging from 0.56 to 0.76.
In the traditional method, the eta squared statistic
(0.35) indicated a very large effect for poetry with
95% confidence interval ranging from 0.31 to 0.40.For
short story, with a 95% confidence interval ranging
from 0.25 to 0.31.The eta squared statistic (0.28)
indicated a very large effect size(with a 95%
confidence interval ranging from 0.22 to 0.29.)The eta
squared statistic (0.25) indicated a very large effect
sizefor essay with 95% confidence rate ranging from
0.22 to 0.29.
Therefore the null hypothesis which states that there is
no significant difference in the mean gain scores of
Grade 11 learners was rejected.
This implied that the methods used to enhance the
writing skills of the learners had an effect and it had
helped in making an improvement in their
achievement.
Table 4. Difference on Mean Gain Scores of the Grade
II Learners in their Pre-Test and Post-Test Scores
when Exposed to Creative Activities and Traditional
Method
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Research Article
Conclusion
Based on the above findings of the study, the
following conclusions are drawn:
The pre-test scores of Grade II learners when exposed
to creative activities and traditional method of teaching
using poetry and essay was very satisfactory, however,
in short story it was satisfactory. This means that
learners were more inclined to activities like poetry
and essay. They were able to write well in terms of
these activities compared to short story.
The Grade 11 learners’ post test score were very
satisfactory when exposed both in creative activities
and traditional method. This means that the utilization
of creative activities and traditional teaching are both
effective in teaching creative writing.
Since the pre-test scores in the creative activities and
traditional method were found as not significant in
poetry, short story and essay denotes that learners
exposed in both groups had almost the same level of
knowledge and competence.
In the post-test results of Grade 11 learners when
exposed to creative activities and traditional, the
significant difference was noted depicts an idea that
the learners already had different performances and
competences, for each learner might have different
manner of acquiring knowledge and skills and this
simply brings out the idea that each learner has
different modes or style of assimilating learning.
Statistically significant increase from pre-test to post
test results of Grade II learners when exposed to
creative activities in poetry, short story and essay,
implies that learners had learned a lot from the lesson
and the activities used were motivating and had
positive impact to the learners.
In traditional method it further shows a statistically
significant increase in poetry, short story and essay test
from pre-test to post-test also. With this, the results
clearly presents that traditional method could also be
an effective way of transmitting knowledge to the
learners for it also increases learners performance
before and after an intervention has been done.
The Grade 11 learners are considerably performing
well in both creative activities and traditional methods
as shown by the very large effect in its main gain
difference.
On the basis of the findings and conclusions, the
Jhon Ryan B. Espura
following are the recommendations:
The learners are expected to be exposed in different
activities for them to be familiar of how these
activities like poetry reading, short story reading and
essay can help improve their writing skills. The
teacher may add on some pictures or images that
elicits learner’s interest in answering questions in the
pre-test. This is to develop their interest to answer the
test religiously or sincerely.
Considering that the post test scores indicates the
performance not only of the learners but effectiveness
of the teachers, it is more likely expected that the
teacher might use other instructional materials or
technology in poetry, short story and essay writing so
as to have a higher increase in the scores of the
learners from the pre-test and post-test. Teachers, if
possible, must not to be contented with a slight gain in
knowledge of the learners but to look into great gain of
knowledge among the learners.
The supervisor and the teacher themselves ensure that
the pre-test is still part of their performance indicators
and the basic frame of reference on how lessons will
be delivered to the learners and what type of strategies
to be used. With this, the learners are expected to take
the pre-test sincerely and proper monitoring on how
test are administered and taken should be given great
considerations.
More strategies can be utilized to make learners be
familiar with the specific strategies used in the class.
Sometimes the low performance in the test is usually
caused by the unfamiliar questions or activities the
teacher uses in the classroom. In other words, teachers
if possible, may use different styles of teaching,
strategies and techniques to make learning fun and
enjoyable.
Based on these results, it can be suggested that creative
writing activities can be used in 7th grade English
course to increase students’ achievement in creative
writing.
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