High and average creative-ability students significantly outperformed low creative-ability students, but high and average did not differ¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with high creative ability and students with average creative ability each performed significantly better than students with low creative ability (mean differences 11.92 and 8.67, significance .00). → Abass 2011 q2 i? There was no significant difference between the performances of students with high and average creative ability (mean difference 3.26, significance .18). → Abass 2011 (2)

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

Scheffe post-hoc comparison of post-test mean scores by creative ability level in the 48-student ANCOVA study. The printed mean differences were 11.92 (high vs low) and 8.67 (average vs low), each with calculated significance level .00, below the .05 alpha. No effect size is printed.

"the students with high creativability performed significantly better than those with low ability, also the students with average ability performed significantly better than those with low creative ability."

Abass 2011 (2)¶

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

Scheffe post-hoc comparison in the same study: the mean difference between high and average creative ability students was 3.26 with a calculated significance level of 0.18 alpha, greater than .05, so this contrast was not statistically significant; equivalence was not tested.

"there was no significant difference between the performances of students with high and average creative ability."

Discussion¶

Learner Variables¶

• Creativity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In the computer-graphics group, post-test performance ordered high > average > low creative ability despite similar gains for high and low ability students — related
• Students' creative ability level has a significant main effect on post-test performance in sculpture skill development in the OAU quasi-experiment — a broader claim this one bears on
• High-interest students outperformed medium- and low-interest students, while medium- and low-interest students did not differ — related
• The interaction between instructional method and creative ability on sculpture post-test performance was not significant — 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