The Effectiveness of Animation in Enhancing Story-Writing Skills Among Fourth-Grade Female Students in Jordan

Purpose. This study aimed to examine the effectiveness of animation in enhancing story-writing skills among fourth-grade female students in Jordan. Method. To achieve this objective, a quasi-experimental design with an experimental and a control group was employed. The participants of the study consisted of 56 fourth-grade female students from Ruqaya Bint Al-Rasoul Basic School, affiliated with the Directorate of Education for the Taybah and Wastiah District. The participants were divided into two groups: an experimental group (n = 29) that received instruction using animation and a control group (n = 27) that was taught using the traditional method. A story-writing test was administered to both groups. Results. The findings revealed statistically significant differences in overall and individual story-writing skills in favor of the experimental group. Among the evaluated skills, the most notable improvement was observed in idea development, followed by story setting (temporal and spatial), writing style, plot construction, and character development. Conclusion. Based on these results, the study recommends integrating animation-based teaching strategies to enhance students’ understanding of key narrative elements. Additionally, it advocates for the use of animation as an instructional tool to strengthen essential writing skills, particularly in character development and plot structuring.