Evaluating the effectiveness of the writing skills curriculum developed for gifted students

Abstract

This research aims to assess the effectiveness of the writing skills curriculum developed for gifted fourth-grade students using the Multiple menu model. The research employed a randomized design with pretest-posttest control group. In the research, two groups were formed as experimental group (n = 17) and control group (n = 17) through random selection. The research sample comprised gifted fourth-grade students studying at a science and art center in Ankara, Turkey. The experimental group students were taught the writing skills curriculum for 15 weeks, whereas the control group students continued with the existing curriculum of the science and art center. The data were gathered between September 2022 and January 2023. In the study, it is concluded that the writing skills curriculum has improved the written expression performance of the students in the experimental group, has decreased their writing anxiety, has increased their writing attitudes, and has improved their creative and critical thinking skills.