The Development of an Instructional Model to Enhance Undergraduate Students’ Creative Writing Ability in Children’s Literature
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Abstract
This research employed a Research and Development (R&D) approach with the following objectives: (1) to identify the problems and needs related to developing an instructional model aimed at enhancing undergraduate students’ creative writing abilities in children’s literature; (2) to design and construct the instructional model; and (3) to evaluate the model’s effectiveness. The study sample consisted of 94 third-year undergraduate students majoring in Thai language during the second semester of the 2024 academic year at the Faculty of Humanities and Social Sciences, Ubon Ratchathani Rajabhat University. Participants were selected through cluster random sampling and assigned to either an experimental group or a control group. Research instruments included: (1) an instructional model designed to promote creative writing in children’s literature, (2) an instructional model manual for creative writing in children’s literature, and (3) a set of lesson plans. Data were analyzed using descriptive statistics (mean and standard deviation), t-tests, and qualitative content analysis.
The findings indicate that students studying creative writing for children's literature require instructional approaches that prioritize practical engagement in creative writing activities within this genre. Additionally, there is a demand for teachers to design, acquire, develop, and enhance appropriate media and learning materials tailored to student needs. Students also expressed a desire for constructive feedback from teachers to facilitate the development of their work. Regarding challenges in teaching management, students exhibited limited reading proficiency, low motivation for writing, and difficulties in effectively utilizing written language. To address these issues, recommended strategies for improving students’ writing skills included exposure to a diverse range of reading materials and consistent practice in creative writing. Moreover, peer evaluation of writing assignments combined with teacher feedback was suggested as a means to promote the development of students’ writing abilities. 2) The instructional model developed in this study comprises five key components: (1) principles, (2) objectives, (3) instructional content, (4) a structured teaching and learning process consisting of five sequential steps—activating prior knowledge, connecting texts, drafting compositions, evaluating drafts, and organizing final writing—and (5) methods for assessment and evaluation. 3) The results demonstrated that students in the experimental group exhibited a statistically significant improvement in their creative writing abilities following the implementation of the instructional model, with significance at the p < .01 level. Furthermore, post-intervention comparisons revealed that the creative writing performance of students in the experimental group was significantly higher than that of the control group, also at the p < .01 level.
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