Within the CREACT group, flexibility and originality improved significantly while fluency and elaboration did not¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group flexibility (t(18)=7.25, p<.01) and originality (t(18)=2.61, p<.05) post-test scores were significantly higher than pre-test scores, but fluency (t(18)=1.06, p>.05) and elaboration (t(18)=1.69, p>.05) showed no significant difference. → 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 on the experimental group's TTCT subcomponent pre- and post-test scores. Flexibility rose from M=10.36 to M=15.26 and originality from M=12.00 to M=14.21 significantly; elaboration rose descriptively from M=10.47 to M=11.57 without significance.

"Table 5 shows that there is no significan t difference between the fluency pre- and post-test scores (t (18)=1.06, p>.05) of the experime ntal group, which underwent CREACT practices. However, the experimental group fluency post-test scores (M=22.52) were higher than their pre-test scores (M=21.52)."

Discussion¶

Related Claims¶

• Control group showed no significant total creativity gain, improving significantly only on fluency — related
• CREACT groups outperformed control groups on all four TTCT subcomponents (fluency, flexibility, originality, elaboration) — related
• Experimental group's total creativity rose significantly from pre-test to post-test after CREACT practice — a broader claim this one bears on
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related