Enhancing Essay Writing Skills through Positive Psychology: A PERMA-Based Intervention among Secondary School Students

Abstract

This study investigates the effectiveness of integrating the PERMA model of positive psychology to enhance Sinhala essay-writing skills among secondary school students in Sri Lanka. Despite the central role of essay writing in language assessment, persistent low achievement levels indicate limitations in conventional, cognitively focused pedagogical approaches that overlook learners’ emotional and motivational dimensions. Addressing this gap, the study adopts a mixed-methods design with a quasi-experimental intervention component. A sample of 100 students and 20 teachers from 10 schools in the Sri Jayawardenepura educational zone was selected using proportional sampling. In addition, an action research intervention was conducted with a Grade 8 class over eight weeks, incorporating structured activities aligned with the five PERMA elements: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Data were collected through pre- and post-tests, questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were examined through thematic analysis. The findings reveal a statistically significant improvement in students’ essay writing performance following the intervention, with mean scores increasing from 13.04 to 16.48 (p < 0.001). Qualitative evidence further indicates enhanced student motivation, reduced writing anxiety, improved organizational skills, and greater engagement in the writing process. The integration of PERMA elements, particularly positive emotional support, collaborative learning, and immediate feedback, was found to play a critical role in fostering both cognitive and affective development. The study contributes to the emerging field of positive psychology in language education by demonstrating the applicability of the PERMA framework within a mother-tongue learning context. It offers practical implications for curriculum design and pedagogical innovation, emphasizing the importance of addressing learners’ well-being to improve academic performance. The findings suggest that incorporating psychologically informed teaching strategies can significantly enhance writing proficiency in secondary education settings.