CREACT groups outperformed control groups on all four TTCT subcomponents (fluency, flexibility, originality, elaboration)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on fluency (t(37)=2.09, p<.05), flexibility (t(37)=4.006, p<.01), originality (t(37)=3.08, p<.01) and elaboration (t(37)=3.07, 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

Independent samples t-tests on TTCT Figural Form A subcomponent post-test scores for the 19-student experimental and 20-student control groups. Flexibility, originality and elaboration differences were also significant, each favouring the experimental group.

"An analysis of Table 3 shows that ther e is a significant difference between the experimental and control groups in terms of fluency post-test scores (t (37) =2.09, p<.05). The experimental group (M=22.52) had higher fluency post-test scores than the control group (M=21.05)."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Control group showed no significant total creativity gain, improving significantly only on fluency — 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