EFFECTS OF USING THE PROCESS WRITING APPROACH ALONG WITH THE SCAMPER TECHNIQUE ON CREATIVE WRITING ABILITY FOR PRATHOMSUKSA 6 STUDENTS

Abstract

The purposes of this research are as follows: 1) to compare the creative writing abilities of Grade six students before and after studying and using the process writing approach along with the SCAMPER technique on creative writing ability, and  2) to compare the creative writing abilities of grade six students who received the learning management process and writing approach along with SCAMPER and a criterion of 70%.  The sample group in this research included 15 grade six students at Wat Nong Krabain School by purposive sampling. The research tools were divided into 2 types: 1) experimental tools, which were learning management plans using the process writing approach along with the SCAMPER technique on creative writing ability, amount to 5 plans, 10 hours; and  2) data collection tool which was a form of measurement of creative writing ability 1 item, difficulty value (p) 0.55 -0.75, discrimination value (r) 0.20-0.80, and reliability value 77. The statistics used in the research were mean, and standard deviation. Test statistics and the Shapiro-Wilk test showed a normal distribution. The research results found as follows: 1) the students who received learning management using the process-writing approach along with the SCAMPER technique on creative writing ability, combined with the SCAMPER technique had an average pre-test score of 8.53 points and a post-test score of 11.27 points - before class and after class, the average score was 2.73 points, 2) students who received learning management using the process writing approach along with the SCAMPER technique on creative writing ability had an average score of 11.27, and 13 students passed the criteria which equaled 80% of all.