Thematic classification of creativity applications into creativity-based learning, problem-based learning, and differentiated instruction, plus method and approach categories¶

Theory · All theories
Evidence · 5 claims (5 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

The article organizes creativity-related applications along two axes. First, studies were "thematized under three groups": creativity-based learning (CBL), problem-based learning (PBL), and differentiated instruction (DI), each meta-analyzed separately. Second, additional applications were "categorized as 'method' and 'approach'" and their effect sizes calculated separately: methods included drama-based learning, discovery learning, teaching with analogy, and cooperative learning, while approaches included project-based learning and constructivist learning environments. This taxonomy structures both the pooled analyses and the per-study effect-size comparisons.

Design Implications¶

Context¶

Requirements¶

• Studies must fit one of the three themes or the method/approach categories to be classified

Constraints¶

• The taxonomy was applied to studies using pretest-posttest control-group designs from 2000 to 2015

Target Learners¶

• Students in the included experimental studies, from elementary grades to prospective teachers

Target Learning Objectives¶

• Creativity, creative thinking, and academic achievement

Claims¶

• Cbl Large Positive Effect Academic Achievement [+M]
• Pbl Large Positive Effect Academic Achievement [+M]
• Di Medium Positive Effect Academic Achievement [+M]
• Method Approach Effect Sizes Vary Analogy Largest [+M]
• Students in PBL experimental groups reported positive views of problem-based learning in qualitative follow-up interviews [+W]

Related Theories¶

Examples¶

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

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