Brainstorming instruction improved each creative-thinking skill — fluency, flexibility and originality — on the posttest¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Posttest differences favored the experimental group on fluency (T = 3.816), flexibility (T = 3.892) and originality (T = 3.943), each significant at 0.01. → Al Masri 2019
Evidence¶
Al Masri 2019¶
Al Masri, A. (2019). The Impact of Using Brainstorming in the Development of Creative Thinking and Achievement in the English Language of the 10th Grade Students at King Abdullah II Schools of Excellence in Amman. International Education Studies, 12(2). https://doi.org/10.5539/ies.v12n2p82
q2 · i? · causal · r1
Independent-samples T tests on the three creative-thinking subskills in the same 84-versus-84 comparison. Table 4 prints posttest means of 56.356 vs 42.023 (fluency), 32.951 vs 22.116 (flexibility) and 7.285 vs 1.713 (originality), each "Statistical significant at 0.01"; differences were "in favor of the experimental group".
"Table 4 shows that the calculated value of “T” is greater than the tabular “T” value of all the dimensions, and the total score of the post-test is statistical at the level of significance ( α≤0.05, α≤0.01), this indicates that there are statistically significant differences between the experimental group and the control group."
Discussion¶
Learner Variables¶
- Creativity — outcome: instruction changes it
Related Claims¶
- Brainstorming instruction raised 10th-grade students' total creative-thinking posttest scores in English relative to conventional teaching — a broader claim this one bears on
- A 50-minute metacognitive strategy instruction produced positive effects on secondary students' fluency, flexibility and originality of ideas in both cohorts — related
- Cognitive group awareness support during the group phase carries over to improve originality, fluency, and flexibility in the subsequent individual phase — related
- CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality — related
- Sharing individually generated ideas during the group phase (cognitive group awareness) increases the originality of collaboratively generated ideas — related
- Control group showed no significant total creativity gain, improving significantly only on fluency — related
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