Experimental-group students showed higher creative thinking than the traditionally taught control group at the .01 level of significance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After instruction, the experimental group's creative thinking scores were significantly higher than the control group's (independent-samples t-test, .01 level). → Sriwongchai 2015

Evidence¶

Sriwongchai 2015¶

Sriwongchai, A., Jantharajit, N., & Chookhampaeng, S. (2015). Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand. International Education Studies, 8(11). https://doi.org/10.5539/ies.v8n11p77

q2 · i? · causal · r1

Independent-samples t-test comparing creative thinking of the experimental group (n = 30, mean 24.67, SD 4.29) with the control group taught by traditional approach (n = 32, mean 15.91, SD 4.38), t = 7.951, significant at .01 (Table 2). Levene's test for equality of variances is reported as F = 0.48, Sig = .827. No effect size is printed.

"Additionally the group of experimental students showed higher creative thinking than the control group at the .01 level of statistical significance."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Brainstorming instruction raised 10th-grade students' total creative-thinking posttest scores in English relative to conventional teaching — related
• Gamification of web-based learning improves creative thinking among primary school students learning English — related
• The model's efficiency index was 76.25% based on achievement scores and 61.67% based on creative thinking scores — related