Abstract
The main objective of the study was essentially focused on determining the effective ways in teaching creative writing among the Grade 11 Humanities and Social Sciences (HUMSS) students based on the Technological Pedagogical Content Knowledge (TPACK) in utilizing and developing digitalized instructional materials. A Quasi-Experimental research design was specifically utilized for one group shot. The creative writing teacher employed the digitalized resources in teaching creative writing covered for the semester after administering pretest to improve the writing skills of the students. Data collection was limited to pretest and posttest scores of the subjects using Paired T-test dependent among the students taking up the creative writing subject. This research concluded that there is significant difference in teaching creative writing of HUMSS students using digitalized materials. Using various tools available online and electronic resources can help and enrich students’ creative writing abilities towards independent learning. Thus, writing opportunities can take place everywhere both in the classroom and at home
Highlights
Creative or imaginative writing is any writing in which the writer’s thoughts and feelings are written in an artistic, unique, and poetic way (Gasulas et al, 2017)
The researcher adapted and packaged the use of digital audio archives, podcasts, songs, powerpoint presentation, songs, movie clips, interactive games, powtoon videos, animated story creator, websites, e-book, story publishing, flipped classroom tool, Edio, Diigo, FlipGrid, VideoAnt, Padlet, blogs, Prezi, social medias, videocreation software and Microsoft Office for classroom instruction in teaching creative writing class among Grade 11 Humanities and Social Sciences students of Montessori De Sagrada Familia. These digitalized resources were solely used for classroom instruction based on the learning competencies in the specific discipline that were anchored on the Technological Pedagogical Content Knowledge (TPACK) theory
The bases of technological packaged in creative writing are the students’ pretest scores, interests, needs, and the curriculum guide set by the Department of Education
Summary
Creative or imaginative writing is any writing in which the writer’s thoughts and feelings are written in an artistic, unique, and poetic way (Gasulas et al, 2017). It aims to share human experiences, and it does so by expressing feelings or thoughts that are borne out of the imagination in different genres such as poetry, fiction, plays, and personal essays. Imagination is the main feature in creative writing that is in contrast to analytic or pragmatic forms of technical or academic writing. Humanities and Social Sciences (HUMSS) students under Academic Track need to be equipped with necessary writing skills to compose and create well-written outputs. The creative writing class is perhaps one of the best ways to see the progress and development of students in writing proficiency to meet the needs of whatever writing tasks they are assigned (Murcia, 2006)
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