The Development of Creative Writing Ability in the ‘Saving for Life's Profits’ Learning Unit for Grade 4 Students through the Synectics Teaching Model

Abstract

This study aimed to: 1) compare the creative writing ability of Grade 4 students after learning through the Synectics teaching model with the 70 percent criterion; and 2) examine students’ satisfaction with the Synectics teaching model. The study employed a pre-experimental, one-group posttest-only design. The sample consisted of 31 Grade 4/1 students at Assumption Nakhon Ratchasima School, Nakhon Ratchasima Province, during the first semester of the 2025 academic year. The participants were selected through cluster random sampling. The research instruments included: 1) three lesson plans for the “Saving for Life’s Profits” learning unit, totaling six instructional hours; 2) a rubric-based creative writing ability assessment; and 3) a 12-item, five-point rating-scale satisfaction questionnaire. The lesson plans were rated at the highest level of appropriateness (M = 4.91, S.D. = 0.29), while all items of the creative writing assessment and satisfaction questionnaire obtained an index of item-objective congruence of 1.00. Data were analyzed using the mean, standard deviation, and one-sample t-test.
The findings revealed that:
1. The students obtained a mean posttest creative writing score of 24.74 out of 30, equivalent to 82.47 percent, which was significantly higher than the 70 percent criterion at the .05 level.
2. The students’ overall satisfaction with the Synectics teaching model was at the highest level. The findings indicate that activities involving analogy, imagination, and the transformation of ideas into written work can be used to support creative writing development among primary school students.