An investigation of the relationship between story writing skills and mental image clarity in fourth grade primary school students
DOI:
https://doi.org/10.29329/pedper.2025.116Keywords:
4th grades, Primary school, Mental Image ClarityAbstract
This study aims to determine the level of relationship between story writing skills and mental image clarity among fourth-grade primary school students. The research was conducted with 60 students studying in two public schools in the central district of Ardahan during the second semester of the 2024–2025 academic year. A correlational survey model, one of the quantitative research methods, was employed. Data were collected using the “Story Writing Skills Evaluation Scale” and the “Mental Image Clarity Scale.” Descriptive statistics, the Shapiro-Wilk test, Spearman’s Rho correlation coefficient, and the independent samples t-test were used in the data analysis. The findings revealed a high-level, positive, and statistically significant relationship between students’ story writing skills and their mental image clarity. Furthermore, no significant difference was found in story writing skills and mental image clarity based on gender. The results suggest that supporting students’ ability to create mental imagery may positively influence their written expression skills.
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