Inquiry-based instruction in english creative writing: Analysis of its originality, fluency, flexibility, and accuracy

This study investigated the effectiveness of Inquiry-Based Instruction (IBI) in enhancing the creative writing skills of Grade 12 Humanities and Social Sciences (HUMSS) students, with a particular focus on the dimensions of originality, fluency, flexibility, and accuracy. The research employed a quasi-experimental design, involving 43 students whose creative writing skills were assessed using a rubric both before and after the implementation of IBI. To determine the significance of changes in student’s performance, data were analyzed using descriptive statistics and paired-sample t-tests through SPSS. The initial pre-test results revealed varying levels of effectiveness across the different dimensions of creative writing, with moderate effectiveness observed in originality, while fluency, flexibility, and accuracy demonstrated minimal effectiveness. However, post-test results indicated significant improvements across all dimensions, with particularly notable gains in originality, fluency, and flexibility. The paired-sample t-tests confirmed that these improvements were statistically significant, thus demonstrating that IBI had a substantial positive impact on the student’s creative writing skills. Based on these findings, the study recommends the seamless integration of Inquiry-Based Instruction into educational curricula to effectively enhance specific dimensions of creative writing skills. Additionally, the study advocates for the use of diverse prompts to stimulate student’s imaginations and the promotion of collaborative learning environments to harness collective creativity. As educational systems increasingly emphasize the development of multifaceted communication proficiencies, this research underscores the pivotal role of Inquiry-Based Instruction (IBI) in nurturing comprehensive creative writing competence among senior high school students.