DEVELOPMENT ACADEMIC ACHIEVEMENT IN TEACHING CREATIVE WRITING USING THE PICTURE WORD INDUCTIVE MODEL (PWIM) LEARNING MANAGEMENT FORMAT COMBINED WITH SKILL EXERCISES FOR MUTHAYOMSUKSA 2 STUDENTS UDONTHAMMANUSON SCHOOL

Abstract

This research article aims to: (1) enhance students’ academic achievement in creative writing through the implementation of the Picture Word Inductive Model (PWIM) learning approach integrated with skill exercises, based on the 75/75 efficiency criterion, and (2) compare students’ learning achievement in creative writing before and after the instructional intervention. The participants were 30 Grade 8 students (Matthayomsuksa 2/1) from Udon Thammanusorn School in the 2024 academic year, selected through purposive sampling. The research instruments included: (1) a Thai language lesson plan focused on creative writing using the PWIM instructional model combined with structured skill-based activities, and (2) a subjective achievement test based on a single visual prompt. The data were analyzed using percentage, mean, standard deviation, and a t-test for dependent samples. The findings revealed that: (1) the instructional model yielded an effectiveness score (E₁/E₂) of 77.93/81.33, exceeding the expected benchmark, and (2) the students’ post-instruction mean score (16.27) was significantly higher than their pre-instruction mean score (8.13), with a statistically significant difference at the .05 level.

The findings of this study indicate that creative writing instruction through the Picture Word Inductive Model (PWIM) combined with skill-based exercises can effectively enhance students’ creative writing abilities. This approach promotes vocabulary acquisition, sentence construction, and the systematic expression of ideas. Moreover, this instructional method can be applied to Thai language teaching at the secondary education level to further develop students’ writing skills.