AN ANALYSIS OF THE EFFECT OF USING COLLABORATIVE STORY MAPS ON STORY WRITING SKILLS

Year 2024, , 150 - 161, 30.06.2024

İlhan Polat , Hakan Dedeoğlu

https://doi.org/10.55020/iojpe.1473300

Abstract

The aim of the study is to investigate the effect of story writing on the story writing skills of primary school students with the collaborative story map method. This quantitative study has a quasi-experimental design with a pretest-posttest comparison group. The study group consists of 131 primary school 2nd-grade students, 60 boys and 71 girls. There are two experimental groups and one control group in the study. The study lasted 12 weeks and 2 class hours per week. In the collaborative story map writing group, story writing was practiced with a collaborative story map. In the individual story map writing group, story writing work according to the individual story map. In the control group, a free story writing activity was conducted. The data were collected through the Story Grammar Elements Rating Scale. T-Test and ANOVA were used to analyze the data. In conclusion, writing stories with primary school students in the method of collaborative mapping and individual story mapping improves students’ story writing skills. However, there is no difference between preparing a story map collaboratively or individually in terms of story writing skills.

Keywords

Collaborative writing, story map, primary school.

Ethical Statement

The rules of research and publication ethics were followed at every stage of this study. The ethical approval for this research was obtained from the Ethics Committee of the Harran University Rectorate on 15.02.2024 with the decision number 2024/5. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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