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¶

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 article states there was no significant difference in students' creativity ability in sculpture between computer instructional and conventional approaches. → 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

The article's abstract states this null finding for the 48-student non-randomized pretest-posttest control group study. No effect size or test statistic for this contrast is printed in the abstract.

"There was no significant diff erence in students' creativity ability in sculpture when taught using computer instructional and conventional approach."

Discussion¶

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