Creative action increased in both experimental groups, with learners working creatively only fragmentally rising sharply¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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 number of learners who worked creatively increased by 30% in the 1st and 33% in the 2nd experimental group, and fragmentally creative learners rose from 14% to 42% and from 10% to 50% respectively. → NataÔja van Gejeka 2013
Evidence¶
NataÔja van Gejeka 2013¶
NataÔja van Gejeka. (2013). Research into Learning Process in a Vocational Secondary School in the Context of Sustainable Development. Journal of Teacher Education for Sustainability, vol. 15, no. 2. https://doi.org/10.2478/jtes-2013-0012
q2 · i? · causal · r1
Structured observation of the two experimental groups before and after the semester-long experiment, reported as level percentages in Tables 3 and 4. The article calls the increase "very significant" and prints the percentages; no standardised effect size is printed.
"The number of learners who worked creatively only fragmentally increased very significantly: from 14% to 42% in the 1st experimental group and from 10% to 50% in the 2nd experimental group."
Discussion¶
Learner Variables¶
- Creativity — outcome: instruction changes it
Related Claims¶
- Business communication increased substantially in both experimental groups during the experiment — related
- The experimental group showed large gains in high-level performance on every component, with the largest rises on the operational and motivational components — related
- Experimental group's total creativity rose significantly from pre-test to post-test after CREACT practice — related
- 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
- Working in a team changed significantly in the experimental groups, with learners who worked only individually within the team dropping sharply — related
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