EFFECTS OF 5 STEPs LEARNING PROCESS SUPPLEMENTED WITH VISUAL THINKING STRATEGIES ON NARRATIVE WRITING FROM IMAGES ABILITY AND CREATIVE THINKING ABILITY OF GRADE 3 ELEMENTARY SCHOOL STUDENTS.

Abstract

The purposes of this research were to compare the picture-based narrative writing ability of Grade 3 students who learned through the Five-Step Learning Process integrated with visual thinking strategies before and after the instruction, and to compare the creative thinking ability of Grade 3 students who learned through the Five-Step Learning Process integrated with visual thinking strategies before and after the instruction. The sample group consisted of 18 Grade 3 students from Ban Nonnamthaeng School, Chum Chang–Ban Phue School Network, under Nong Khai Primary Educational Service Area Office 2, who were studying in the second semester of the 2025 academic year. The participants were selected by purposive sampling. The research instruments included lesson plans, a picture-based narrative writing ability test, and a creative thinking ability test. The data were analyzed using mean, percentage, standard deviation, and dependent samples t-test.

          The research findings revealed that: 1) The narrative writing ability from images of Grade 3 students taught through the 5 STEPs learning process supplemented with visual thinking strategies was significantly higher in the post-test than in the pre-test at the .01 level of statistical significance. 2) The creative thinking ability in narrative writing of Grade 3 students taught through the 5 STEPs learning process supplemented with visual thinking strategies was significantly higher in the post-test than in the pre-test at the .01 level of statistical significance.