The effect of writing with and without music on primary school 4th grade students' attitudes towriting, anxiety and creative writing skills

In this study, it was aimed to reveal the effect of musical writing activities on primary school fourth grade students' writing anxiety, writing attitude and creative writing skills. In the research, one of the real experimental designs, post-test random design with control group was used. The study group of the research consists of 4-A and 4-B class students studying at Faruk Tugayoğlu Primary School in Antalya province Muratpaşa in the academic year of 2022-2023. The students were randomly selected and divided into three groups as experiment1, deny2 and control. For 8 weeks, musical writing exercises were performed in the experimental 1 group, and non-musical writing activities were carried out in the experimental 2 group. The 'Creative Writing Products Evaluation Scale' developed by Kasap (2019), the 'Writing Attitude Scale' prepared by Erdoğan (2012) and the 'Writing Anxiety for Primary School Students' scale developed by Katrancı and Temel (2018) were used to collect the data. For the analysis of the data, firstly descriptive values were calculated, Skewness and Kurtosis values were checked and then One Way Analysis of Variance, Kruskal Wallis-H test, Bonferroni and Tukey tests were performed. As a result of the research, a significant difference was found in favor of the students in the experimental1 group according to the writing Attitude Scale post-test mean scores of the students in the experimental and control groups. Considering the post-test mean scores obtained from the Creative Writing Products Evaluation Scale, it was seen that there was a significant difference between the experimental1 and experimental2 groups and the control group. It was found that musical writing exercises did not have any effect on reducing students' writing anxiety. Finally, the findings were discussed and recommendations were made.