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Vanessa M. Bias
ABSTRACT
This study aimed to develop and validate a Module in Creative Writing for fourth
year high school students. The researcher employed both experimental and descriptive
developmental designs. The respondents were the two sections of the fourth year
students from Marciana P. Catolos Memorial National High School at Tanay, Rizal
enrolled S.Y. 2014-1015. The students were selected based on their average rating in
The researcher utilized the 50 item teacher-made test which focused on the three
genres such as essay, short story and drama. Scoring rubrics were also utilized as an
instrument to determine the level of creative writing skills of the students in the different
genres.
Mean and standard deviation, were used to determine the respondents’ level of
creative writing skills with respect to the different genre with the aid of a scoring rubrics
while dependent and independent t-test were used to determine the significant
difference on the level of performance of the control group and experimental group.
The findings of the study indicate that the student- respondents who were
exposed to the developed module obtained higher mean scores than those who were
not exposed to the instructional material as revealed by their posttest scores. The
experimental group performed better than the control group as revealed by the scoring
rubrics. The result showed that the performance of the students improved with the aid of
the developed module. The overall findings revealed that the developed module can be
Based on the findings it was concluded that the developed module is an effective
tool that could increase the level of performance of students in Creative Writing.
Likewise, the students when exposed to the instructional material such as module can
produce meaningful outputs based on their actual performances. The Creative Writing
Theory of Anne Linde was proven to be a skills-based approach that effectively hones
the writing skills of the students. Moreover, the improved rubrics can be used as a tool