DOI: 10.34056/aujef.1855569 ISSN: 2602-2249

Using visuals depicting problem scenarios to improve critical writing

Davut Gözlet, Musa Çifci
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This study, which investigated the impact of visuals on critical writing skills, employed an experimental design with a pretest-posttest control group. The sample consisted of sixth and seventh-grade students, with each group comprising eighteen participants. The implementation period spanned four weeks. In the experimental group, visuals depicting problem-based scenarios on four topics—environmental pollution, forest fires, health, and global warming—were used. These visuals were generated using AI. The control group was provided with sample critical writings, along with explanations and presentations regarding critical articles. Data for both the pretest and posttest were collected using a critical writing skill rubric encompassing five dimensions: preparation, analysis, argumentation, language and expression, and conclusion. The rubric was structured into four proficiency levels: very poor, poor, good, and very good. To analyze the difference in pretest-posttest mean scores between the experimental and control groups, an independent samples t-test was conducted. The statistical results favored the experimental group. Consequently, the use of visuals incorporating problem-based scenarios was found to positively impact the critical writing skills of students in the experimental group.

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