Exploring the Interplay of Conceptual Understanding, Creative Writing Skill, and Grammatical Accuracy in Experiential Learning

Abstract

Though experiential learning (EL) and inquiry-based learning (IBL) pedagogies collectively aid in conceptualisation and creativity, there is a striking need for the development of a creative and engaging assessment strategy for evaluation. Therefore, in this study, after the implementation of student-centric pedagogies, i.e. EL and IBL, we have used an alternate assessment strategy i.e. story writing. It is used to assess conceptual understanding and writing skills like grammatical accuracy and creativity in learners of grade 6 of an urban school. The findings of the study suggest that conceptual understanding, grammatical accuracy, and creativity are independent of each other, but all of these variables are manifested in a learner in the course of EL. Further, it is also evident that EL is independent of gender influences with respect to all three variables. Interestingly, male learners expressed their learning using fictionalised characters and stories whereas female learners used real-life experiences and conversations but the level of creativity did not differ significantly. Hence, creative open writing styles like story-writing can be considered a promising assessment strategy for evaluation.