THE EFFECTIVENESS OF AN ENRICHMENT PROGRAM BASED ON GENERATIVE LEARNING IN DEVELOPING ENGLISH NARRATIVE WRITING SKILLS AMONG SECONDARY SCHOOL STUDENTS IN THE KINGDOM OF SAUDI ARABIA
DOI:
https://doi.org/10.5281/zenodo.23880598Keywords:
Generative Learning, Enrichment Programs, Narrative Writing, English Language, Secondary School StudentsAbstract
This study aimed to investigate the effectiveness of an enrichment program based on generative learning in developing English narrative writing skills among secondary school students in Saudi Arabia. A quasi-experimental design involving an experimental group and a control group, with pre- and post-testing, was employed. The sample consisted of 44 first-year secondary school students at Al-Zubair bin Al-Awwam Secondary School in the Hail Education District. The enrichment program was implemented over six weeks, with two sessions per week, and was based on five phases of generative learning: preparation, focus, challenge, application, and evaluation. The results showed that the experimental group's mean score increased from 29.0 on the pre-test to 69.4 on the post-test, whereas the control group's mean score increased from 35.4 to 43.0. The statistical results reported in the dissertation also indicated statistically significant differences between the two groups on the post-test. Black's modified gain ratio was 1.30 for the experimental group, compared with 0.26 for the control group. These findings suggest that the proposed enrichment program was effective in developing the narrative writing skills of students in the experimental group. However, the initial differences between the groups should be considered when interpreting the findings. The study recommends incorporating generative learning strategies into English language instruction and designing enrichment programs to develop students' narrative writing skills.
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