Vol. 1 Issue 1 - 2024
This study investigated the role of creative writing in promoting critical thinking and self-expression among senior school students in Osun State. Quasi-experimental research design was used for the study, 200 Senior Secondary II learners (100 in the experimental class as well as 100 in the control) picked from four government secondary schools. The experimental class were introduced to innovative writing approach (poetry, story writing, thoughtful essays, and drama), also, the control class were exposed to traditional method with the use of prevalent comprehension and grammar-form teachings for six weeks. Facts were gathered with the use of Innovative Writing Test (IWT) and Reflective Reasoning and Expression Scale (RRES). The tools registered an extreme reliability coefficient (α = 0.81 for CWT; α = 0.78 for CTES). Descriptive statistics of mean and standard deviation were utilized to analyze the research questions, while t-test and ANCOVA were make use of to test the research hypotheses at 0.05 level of significance. Findings revealed that the experimental group outperformed the control group in both critical thinking (M = 72.46, SD = 6.81 vs. M = 61.22, SD = 7.13; t = 8.32, p < 0.05) and self-expression (M = 74.13, SD = 6.25 vs. M = 62.47, SD = 7.09; t = 9.04, p < 0.05). The hypotheses were rejected, which shows that innovative writings remarkably improve the reflective reasoning and personal-expression of the students. The findings conclude that innovative writing is an productive instructional device for evolving digital age proficiency among senior secondary school students in Osun state, Nigeria.
Creative Writing, Critical Thinking, Self-Expression, Secondary Education
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