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)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i2 In a one group pretest-posttest study, students' total creativity scores rose significantly after nine CREACT lessons, with an effect size of .71 reported as a large effect. → Akar 2013

Evidence¶

Akar 2013¶

Akar, İ., & Şengil-Akar, Ş. (2013). The effectiveness of the Creative Reversal Act (CREACT) on students' creative thinking: Further evidence from Turkey. TOJET: The Turkish Online Journal of Educational Technology, 12(4). https://eric.ed.gov/?id=EJ1272859

q2 · i2 · causal · r1

One group pretest-posttest study of twenty-three 5th graders in a Turkish public primary school; nine CREACT lessons over three weeks. Posttest mean (71.95) exceeded pretest (52.32); the article calls the .71 effect size "a large effect" with no control group.

"The students' pretests mean score was 52.32 with a standard deviation of 14.56 and the posttests mean score was 71.95 with a standard deviation of 10.20. The mean difference between pretest and posttest mean scores was found to be significant, t (22) = -7.51, p<.001"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Prior research found CREACT significantly improved creative performance on poem and story tasks but had a low effect on a paradox task — related
• Short-term creativity interventions can be effective in changing creativity positively — a broader claim this one bears on