Improvement of Creative Writing Skills in English Among Secondary School Students Through Cooperative Learning

EasyChair Preprint 11090

Abstract

This paper discusses the effect of cooperative learning techniques on the creative writing
skills of 10th grade students, who are non-native speakers of the English language. The
research is conducted on a sample of around 100 students comprising of 50 boys and
girls each. These students are divided into two groups, i.e. the control group and the
intervention group, each comprising of 50 students with a gender ratio of 100. The control
group is taught creative writing in the traditional way, whereas the intervention group
is taught creative writing through cooperative learning. Both groups are given the same
writing task and assessed using the same rubric that was shared in advance with them. The
results obtained were tested for significance using the independent, two-sample t-statistic,
which resulted in a p-value of 0.01493451 that was substantially less than the significance
value of 0.05 indicating that the difference between the two groups was not a chance event
but the effect of cooperative learning technique.

Keyphrases: cooperative learning, creative writing, t-test

@booklet{EasyChair:11090,
  author    = {Asma Gul and Sheraz Khan},
  title     = {Improvement of Creative Writing Skills in English Among Secondary School Students Through Cooperative Learning},
  howpublished = {EasyChair Preprint 11090},
  year      = {EasyChair, 2023}}