Exploring the effectiveness of pedagogical strategies (mind mapping, picture description, and digital story telling) in enhancing students descriptive writing skills in grade 5 in government and private primary schools in Gilgit

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Takbir Ali

Department

Institute for Educational Development, Karachi

Abstract

The purpose of this study is to explore how pedagogical strategies (mind mapping, picture description, digital storytelling) can improve Grade 5 students descriptive writing skills in an English classroom of private and government primary schools in Gilgit. Descriptive writing is a critical skill for primary students, yet many struggle due to limited vocabulary and teacher centered pedagogical practices. This study focused on three strategies: mind mapping, picture description and digital story telling. A mix method approach was applied using embedded design. Through purposive sampling, 148 students and 5 teachers were selected. Data was collected through pre-, and post-tests, classroom observations, teacher interviews and students focus group discussions. Teachers were given specific training on the strategies to improve descriptive writing skills in their classrooms. 
The quantitative findings revealed that students showed improvement in idea generation and vocabulary development. The government schools showed greater rate of improvement despite lower initial performance level. However, progress in grammar and sentence structure was limited, which indicated the need for more focused teaching in these areas.
The qualitative findings showed that the three strategies: mind mapping, picture description, and digital storytelling supported progressive skill development by helping students generate ideas more confidently and participated more actively in writing tasks. These strategies also helped boost students’ confidence and creativity, making the writing process more engaging and accessible for Grade 5 learners.
The qualitative study also highlighted the importance of teacher training and resource support to successfully implement student-centered teaching methods. These results also suggest that schools’ authorities should adopt creative and engaging activities to improve teachers’ capacity by giving them training and ensure equal access to resources in both government and private schools.

First Page

1

Last Page

109

This document is available in the relevant AKU library.

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