Control group showed no significant total creativity gain, improving significantly only on fluency¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
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? The control group's total creativity pre- and post-test scores did not differ significantly (t(19)=1.96, p>.05), and only fluency improved significantly (t(19)=5.54, p<.01). → Karaca and Koray 2017
Evidence¶
Karaca and Koray 2017¶
Tulin KARACA, Ozlem KORAY. (2017). The Effect of Using the Creative Reversal Act in Science Education on Middle School Students’ Creativity Levels. Eurasian Journal of Educational Research 67 (2017) 199-214. http://dx.doi.org/10.14689/ejer.2017.67.12
q2 · i? · causal · r1
Dependent samples t-tests within the 20-student curriculum-based control group. Table 7 additionally shows fluency rose significantly from M=15.10 to M=21.05, while flexibility, originality and elaboration showed no significant pre-post differences.
"According to Table 6, there is no sign ificance difference between the control group creativity pre- and post-test scores (t (19)= 1.96, p>.05). However, the control group creativity post-test scores (M=53.55) were found to be higher than that of their pre-test scores (M=48.20)."
Discussion¶
Related Claims¶
- Experimental group's total creativity rose significantly from pre-test to post-test after CREACT practice — related
- Brainstorming instruction raised 10th-grade students' total creative-thinking posttest scores in English relative to conventional teaching — related
- Within the CREACT group, flexibility and originality improved significantly while fluency and elaboration did not — related
- CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality — related
- CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
- CREACT groups outperformed control groups on all four TTCT subcomponents (fluency, flexibility, originality, elaboration) — related
- CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students — related
- Brainstorming instruction improved each creative-thinking skill — fluency, flexibility and originality — on the posttest — related
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