The effects of process-based story writing approach supported with visuals on story writing anxiety and skills

In this study, the effects of process-based story writing approach supported with visuals on story writing anxiety and skills was examined. The aim of the study is to find out whether process-based story writing approach supported with visuals creates a change in story writing anxiety levels of 3rd and 4th grade primary school students and whether it improves their story writing skills. The study was conducted in the central district of Sinop province during the 2022-2023 academic year. Quasi-experimental design was used in the study. Population and sample group of the study consists of an experimental group of 46 students in 3rd and 4th grades and a control group of 76 students in 3rd and 4th grades. Experimental and control group were assigned randomly. While visual and process based story writing modules were applied on the experimental group students, the control group continued their classes according to Turkish curriculum. Anxiety Scale for Story Writing and Story Writing Skills Rubric were used as data collection tools in the study. The modules in which students wrote their stories were developed by the researcher as Visual and Process Based Story Writing Modules. Quasi-experimental application process lasted 9 weeks. Normality tests, one-way ANOVA, dependent and independent groups t-test were used in the data analysis of the study. The data were analysed with SPSS 22.00 and AMOS 22 program. The results found in the study show that process-based story writing approach supported with visuals caused a significant difference in story writing anxiety levels of students in favour of the experimental group. In addition, process-based story writing approach supported with visuals was found to cause a significant difference in story writing skills of students in favour of the experimental group. This shows that visual and process-based story writing modules and process-based story writing approach is effective in developing story writing skills of students and reducing their story writing anxiety. Effect size of the study was calculated with Cohen's d formula. It was concluded that independent variables had a large effect on dependent variable scores. In line with the results found, it was explained how story writing skills can be developed through process-based story writing approach supported with visuals, how story writing anxiety levels can be reduced and what kind of precautions can be taken for difficulties encountered in this process.