JONAED

Writing is one of the productive skills which learners have difficulty in acquiring. This study sought to ascertain the effects of Cognitive Apprenticeship Approach (CAA) and Self-Efficacy Training on pupils’ creative writing skills. A pre-test, post-test, versus control group quasi experimental design was adopted. The population comprised 345,600 senior primary school pupils from the six education zones in Imo State of Nigeria. The sample consisted of 136 primary five pupils from four co-educational government owed schools in the area randomly assigned to treatment groups and control group. The Creative Writing Test (CWT) was the instruments, used for the study. The instrument was duly validated and a reliability coefficient of .71 was established. Data obtained were analysed using mean, standard deviation and ANCOVA statistical tools. The main finding of the study was that cognitive apprenticeship approach and self-efficacy training enhanced the creative skills of pupils. Recommendations made include: teachers should accept and enshrine cognitive apprenticeship in school curriculum as a method of instruction to boost learners’ creative writing skills; educators should create more awareness among teachers, experts and other significant persons on the attributes and implementation of self-efficacy training in the classroom; seminars, workshops.