Meta-analytic corpus of 20 pretest-posttest control-group studies on creativity applications (2000–2015)¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article assembles a corpus of 20 studies meeting its inclusion criteria: pretest-posttest control-group designs comparing CBL, PBL, or DI against traditional lecture-based instruction, published between 2000 and 2015 in English or Turkish, reporting statistics sufficient to compute effect sizes. Of the 20 studies, "1 article, 9 PhD theses, 10 master's theses were retained in the analysis with a total sample size of 1089 students," split into 549 experimental and 540 control students. Analyses were run in Comprehensive Meta-Analysis and MetaWin with inter-coder reliability of 100%.

Design Implications¶

Context¶

Requirements¶

• Studies must report sample sizes, means and standard deviations, or t-test, F-test, or p-values so effect sizes could be calculated

Constraints¶

• Only pretest-posttest control-group studies were included; no single-subject studies
• Reports had to be available in English or Turkish
• One outlier study (Bacak, 2008, d:15.7584) was excluded from the data set

Target Learners¶

• Students across grade levels in the included experimental studies

Target Learning Goals¶

• Academic achievement as the dependent variable, examined in relation to creativity-focused applications

Claims¶

• Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) [+W]
• A meta-analysis of three differentiated-instruction studies reports a pooled effect of 0.729 on academic achievement whose 95% confidence interval (−3.66 to 5.12) spans zero [+W]
• Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant [+W]
• Problem-based learning shows a large positive pooled effect on academic achievement (REM ES = 1.560), with heterogeneous study effects [+W]

Related Elements¶

Examples¶

• Give creativity greater importance in teaching environments, especially in the application dimension, and conduct more experimental studies

Key Sources¶

• Şenel Elaldı, Veli Batdı. (2016). The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i1.1097