CREATE improves students' fluency immediately after the intervention relative to control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 At immediate post-test, the experimental group scored significantly higher than the control group on fluency. → Nurit Paz-Baruch 2025

Evidence¶

Nurit Paz-Baruch 2025¶

Nurit Paz-Baruch, Guy Grovas, Zemira R. Mevarech. (2025). The effects of meta-creative pedagogy on elementary school students' creative thinking. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09412-6

q3 · i2 · causal · r2

Repeated-measures ANOVA on the London Bridge Task (N = 100). The fluency Time × Intervention interaction was significant, F(1, 98) = 7.27, p = .008, ηp² = 0.06; the experimental group improved pre-to-post (p < .001) while the control group "remained stable—(p = .443)".

"Thus, at Time 2, assessed immediately after the end of the intervention, significant differences were found between the groups on fluency (p < .001, where the experimental group students scored significantly higher on fluency than the control group students."

Discussion¶

Related Claims¶

• CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality
• CREATE improves students' originality immediately after the intervention across all three originality scoring methods — related
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
• CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students — a broader claim this one bears on
• Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students — related