CREATE improves students' originality immediately after the intervention across all three originality scoring methods¶

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 the total originality score, and also on originality per response and rarest originality scores. → 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 total originality score: Time × Intervention interaction F(1, 98) = 14.81, p < .001, ηp² = 0.13. The originality per response interaction was F(1, 98) = 13.46, ηp² = 0.12, and the rarest originality interaction F(1, 98) = 11.61, ηp² = 0.11.

"Thus, at Time 2, students in the experimental group scored significantly higher on the total originality score than students in the control group (p < .001)."

Discussion¶

Related Claims¶

• CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality
• CREATE improves students' fluency immediately after the intervention relative to control — 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
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
• Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students — related