DEVELOPING CREATIVE WRITING ABILITIES AND ATTITUDES TOWARD CREATIVE WRITING BY MODELS-LEARNING MANAGEMENT WITH SCAFFOLDING FOR MATHAYOMSUKSA 2 STUDENTS

Abstract

This research study aimed at: 1) developing creative writing abilities and attitudes toward creative writing by models-learning management with scaffolding according to 80/80 efficiency index; 2) comparing Mathayom 2 student’s creative writing abilities before and after creative writing lesson based on models-learning management with scaffolding; 3) comparing the students’ attitude toward creative writing by models-learning management with scaffolding before and after the lesson. And 4) studying the relationship between creative writing abilities and attitudes toward creative writing of Mathayom 2 students.The participants of the study were 30 mathayom 2 students who were selected by using the purposive sampling method. The research instruments were creative writing lesson plan based on models-learning management with scaffolding, a creative writing test, a questionnaire of students’ attitudes towards teaching method. The statistics used for analyzing
the data were the average (), the standard derivation (SD), and t-test independent.
The results of the study showed as follow: 1) the overall quality of the developed learning management was on the high level ( = 4.53, S.D=0.61); 2) the effectiveness of the models learning management () was found at the effectiveness standard of 86.78/83.90. The average of students’ ability of creative writing before and after the use of the developed learning management were 16.57 and 25.17 respectively indicated that the scores of students after the instruction were higher compared to the score before the lesson which was at .05 and 3) level of statistical significance. It was additionally found that the average of students’ attitudes towards creative writing before and after the use of the developed learning management were 3.22 and 4.40 respectively which indicated that students’ attitude after the lessons were higher than the students’ attitude before the instruction which was at .05 level of statistical significance.