The effect of the researcher writing approach on the creative and fluent story writing skills of the primary school 3rd grade students

This study aims to determine the effect of the researcher writing approach on the creative and fluent story writing skills of primary school 3rd-grade students. For this purpose, the study planned by using a semi-experimental pattern with a pretest-posttest control group. The sample of the study consists of 28 third grade students studying in a private primary school in the Marmaris district of Muğla, in the fall semester of the 2018-2019 academic year. The 15 of these students constitute the experimental group. The other 13 students constitute the control group. In the context of the research's purpose, stories about space were written to the experimental and control groups before the application started. Between the two and seventh weeks, the clustering techniques were introduced and given the information about creative writing to both the experimental group and the control group. Also, experimental and control groups were informed about the spelling rules, punctuation rules, and sections of the paragraph were introduced. In the seventh week, stories about "Anıtkabir" were written to students by using the cluster technique. These stories have created the posttest for the experimental group about the use of the clustering technique at the same time.In the second lesson of the seventh week, the worksheet prepared by the researcher for the researcher writing approach introduced to the experimental group. While the researcher's writing approach applied in the experimental group for seven weeks, the clustering technique continued to implement in the control group. The research was carried out in total 15 weeks as two lecture hours. The topics were given to the experimental group one day before the writing day of the stories for 8 weeks.According to the researcher's writing approach worksheet, the students were asked to fill out the preliminary information sections with the researcher, and preliminary information was found under the control of the researcher. Then, students in the experimental group were asked to take home the worksheets prepared according to the researcher writing approach and gather information on the subject given that week. The next day, the group was asked to write their stories following the researcher's writing approach in line with the information and preliminary information they gathered in the experimental group. Written stories were delivered to the researcher at the end of the lesson. In the control group, the topics to be written during the relevant course hours were spoken verbally, the group was asked to write their stories using the clustering technique for 15 weeks. In the last week of the research, stories about the tertiary animal were written to the experimental and control groups. The stories written in the 1-7 and 14 weeks of the study were evaluated according to the three-grade scoring keys developed by the researcher Fluent Story Writing Rubric, Creative Story Writing Rubric, and Researcher Story Writing Rubric. Students who in the experimental and control groups can get the lowest zero points from the Fluent Writing Rubric and Creative Writing Rubric, while the highest can get 26 points. While they get the lowest zero points from Researcher Story Writing Rubrics, they can get the highest 14 points. In the data analysis of the research, the stories evaluated according to rubrics entered into the statistical package program that each student received and its evaluation has been done individually. Levels were determined for rubrics and descriptive statistics of the groups were made. Additionally, while interpreting the points of the groups, dependent groups t-test and independent groups t-test were made. As a result of the analyzes, there was no significant difference between the groups in the 1st week of the experimental and control groups. In the 1st-7th and 7th-14th weeks of the groups, there was a significant difference in both fluent writing and creative writing skills. When the 14th. week results of the experimental and control groups were examined, a significant difference was obtained between the experimental and control groups in terms of fluent and creative writing skills. In the 7-14 weeks of the experimental group that applied a researcher writing approach, a significant difference was obtained and this significant difference was found in favor of the 14th week. Based on these results, the researcher's writing approach has increased the average of fluent and creative story writing, developing fluent and creative writing skills and the results obtained between the weeks were significantly different. In line with this research, at different grade levels of the same teaching level, a similar study can be done and can be presented as a suggestion for future studies.