The interaction between instructional method and creative ability on sculpture post-test performance was not significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The 2-way interaction of instructional methods x creative ability was not significant (F = .35 vs F-crit 3.22, decision NS). → Abass 2011

Evidence¶

Abass 2011¶

Bada Tayo Abass. (2011). Computer Instructional Approach and Students' Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study. World Journal of Education. https://doi.org/10.5430/wje.v1n2p130

q2 · i? · causal · r1

Row of the study's ANCOVA summary table (Table 2) for the instructional methods x creative ability interaction: sum of squares 29.14, df 2, F-cal .35 against F-crit 3.22, decision NS. No effect size is printed.

"2way – Interaction instructional methods x Creative ability 29.14 2 4.57 .35 3.22 NS"

Discussion¶

Learner Variables¶

• Creativity — moderator: an instructional effect differs with it

Related Claims¶

• Students' creative ability level has a significant main effect on post-test performance in sculpture skill development in the OAU quasi-experiment — related
• The study reports no significant difference in sculpture creative ability between computer instructional and conventional approaches, while its ANCOVA table marks the instructional methods main effect significant — related
• High and average creative-ability students significantly outperformed low creative-ability students, but high and average did not differ — related
• In the computer-graphics group, post-test performance ordered high > average > low creative ability despite similar gains for high and low ability students — related