Experimental group's total creativity rose significantly from pre-test to post-test after CREACT practice¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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? The experimental group's total creativity post-test scores were significantly higher than its pre-test scores (t(18)=3.73, 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-test within the 19-student CREACT group after four weeks of CREACT practices covering Human and the Environment, Biological Diversity, and Environmental Problems units. Post-test mean "M=63.57" exceeded pre-test mean "M=54.36".
"Table 4 demonstrates a significant differ ence between the creativity pre- and post-test scores of the experimental group (t (18)=3.73, p<.01). The experimental group creativity post-test scores (M=63.57) were found to be higher than their pre-test scores (M=54.36)."
Discussion¶
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 — a narrower finding that bears on this claim
- Twenty-three 5th graders' creativity scores rise after nine CREACT drawing-arts lessons in a one-group pretest-posttest study without a control group (effect size .71) — related
- Experimental-group students' learning achievement and creative thinking posttest scores were significantly higher than their pretest scores after learning with the model — related
- Creative action increased in both experimental groups, with learners working creatively only fragmentally rising sharply — related
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