ENHANCING CREATIVITY IN STORY-WRITING

THROUGH ONLINE TOOLS AMONG STUDENT-

TEACHERS

Mrs.K.Deepa M.A., M.Phil (Eng)., M.Ed., M.Phil (Edu)., NET

Research Scholar
Bharathiar University
CREATIVITY?...WHY!!!

• You demonstrate your intelligence

• Good writers are credible
• You can be more influential
• Can keep good records
• Boost your professional confidence
• It promotes your career
Why research?
Becomes less frequently used skill

Writing almost reached the stage of

extinction
 Research in a nut-shell
 Aim – to enhance creativity in story-writing among
student-teacher
 Independent variable – online tools
 Methodology – experimental
Single group design
 Sampling technique - Non-probability
purposive sampling
 Sample size – 60 student-teachers from
Avinashilingam University
 Significance of study

• Teachers always have some elements of creativity

• Right mix of creativity along with curriculum helps

students to be innovative

• Creative teachers give an opportunity for students to

learn with fun
 Imposes
freedom
of
expressio
n
Enhance
Improves
s
focus &
thinking
attention capacity

Creativity

Reduces
Better
communication stress &
anxiety
Boosts
problem
solving
ability
 Online tools

BLOG

YOUTUBE

POWTOON

CARTOON STORY MAKER

 OBJECTIVES
• To assess the level of creativity in story-writing among
the student-teachers through various dimensions like
vocabulary usage, sentence connectors, genre, character
introduction and plot construction
• To acquaint the student-teachers with the online tools via
Blogs, YouTube, Toondoo and Cartoon Story Maker
• To gauge the effectiveness of the online tools in
developing creativity in story-writing among student-
teachers
• To evaluate the pre-test and post-test and find out the
difference between the two scores.
 HYPOTHESES
• There is no significant mean score difference between the
pre-test and post-test scores in enhancing creativity in
story-writing through online tools among student-teachers
• There is no significant mean score difference in post-test
between the Arts and Science stream in enhancing
creativity in story-writing through online tools among
student-teachers.
• There is no significant mean score difference in post-test
scores of below 2 hours and below 4 hours internet usage
in enhancing creativity in story-writing through online tools
among student-teachers.
• There is no significant mean score difference in the post-
test scores of UG and PG student-teachers in enhancing
creativity in story-writing through online tools.
 EXPREMENTATION
 Pre-test
 Dimensions - vocabulary usage,
sentence connectors, genre, character
introduction and plot construction
 Experiencing Online tools – 6 weeks
 Post-test
 Statistical Analysis
Hypothesis: 1

There is no significant mean score difference between the pre-test and post-test in enhancing
creativity in story-writing through online tools among student-teachers.

TABLE: 1

Difference of
Test N Mean SD t-value Result
mean

Pre 14.75 2.18

60 5.43 11.83** Significant
Post 20.18 2.80

**significant at 0.01 level

From the table 1 it is evident that the mean score of Pre and Post-tests differ significantly.
The calculated t-value is found to be significant at 0.01 level. Hence the null hypothesis is
rejected.
 Hypothesis: 2
There is no significant mean score difference in post-test
between the Arts and Science stream in enhancing creativity in
story-writing through online tools among student-teachers

Stream of Difference of t-
N Mean SD Result
study mean value

Arts 30 19.83 2.97 Non-

0.7 0.98**
Significant
Science 30 20.53 2.53

The table 2 denotes that there is no significant

difference in enhancing creativity in story-writing among
student-teachers with respect to the stream of study.
Hence the null hypothesis is accepted.
 Hypothesis: 3
There is no significant mean score difference in post-test scores
of below 2 hours and below 4 hours internet usage in enhancing
creativity in story-writing through online tools among student-
teachers.
Mea Difference of t-
Hours N SD Result
n mean value

Below 2 hours 30 20.3 3.13

Non-
0.3 0.41**
Significant
Below 4 hours 30 20 2.49

The calculated t-value is less than the table value at 0.01 level,
which means that there is no significant mean score difference in
post-test of student-teachers using internet daily below 2 hours
and below 4 hours in the acquisition of creativity in story-writing
through online tools and hence the null hypothesis is accepted.
 Hypothesis: 4
There is no significant mean score difference in the post-test
scores of UG and PG student-teachers in enhancing creativity in
story-writing through online tools.

Level of
Difference of t-
Educatio N Mean SD Result
mean value
n

UG 45 20 2.73 Non-
0.73 0.87**
PG 15 20.73 3.06 Significant

The table 4 shows that the calculated t-value is less than the table
value at 0.01 level, which means that there is no significant mean
score difference in post-test of UG and PG student-teachers in the
enhancement of creativity in story-writing through online tools and
hence the null hypothesis is accepted.
 FINDINGS OF THE STUDY

• From the results it can be interpreted that the

online tools have helped the students in
gaining creativity in story-writing

• And irrespective of stream of study, hours

spent in Net, and level of education the online
tools have enhanced the creativity in story-
writing among the student-teachers
Conclusion

• We live in an era where technology itself often

includes practical application of tech solutions in
software development to teaching, learning, and
challenges in a creative inquiry

• To use the new tech tools for education in engaging

and meaningful ways, it’s necessary to understand
the trends driving tech adoption in the K12
environment