Validity of Instrument to measure Creative Learning 1 Validez de instrumento para medir el aprendizaje creativo (original) (raw)
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Revista de Investigación, Desarrollo e Innovación, 2023
The present study was oriented to assess the teaching performance that favors creativity from the teaching practices, contrasting it with the type of educational institution, pedagogical model, creativity and academic score of the students in a sample of the educational institutions of the Aburrá Valley. A quantitative, nonexperimental, ex post facto study was carried out with 210 teachers and 950 students from 10 educational institutions. The Likert scale of teaching performance designed adhoc, and the PIC-J test were used. The results indicate that the use of cognitive mediation strategies for divergent thinking and the use of flexible and open evaluation strategies are related to higher creativity scores in students. The implications for educational processes and the need to implement innovative pedagogical and didactic strategies to reorient the emphasis of rote methodologies towards creative learning are discussed.
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The objectives of this research to analyze the influence of students' Creativity and Interest dominat, simultaneously and partial on regular class student learning achievement at the Faculty of Teacher Training and Educational Sciences Instituto Superior Cristal. This research utilized the quantitative method. Here, research organized instrument by field test to get validity and realibility through exploratory analysis. The lowest point of Alpha Cronbach = 0.57 that composed of 32 items that valid and reliable from 45 initial items of two independent variabels. These valid items utilized as formal intrument to collect the data. The dependent variable was taken from the GPA of the student at final semester 2019. The Collected data was analyzed with multiple linear regression analysis techniques by SPSS windows 21. The result proved tcount = 4.344 > from the ttable = 1.669. It showed that H1 is accepted at a significance = 0,000. Furthermore H1 is accepted and H0 is rejected. ...
© Kamla-Raj 2014 Developing and Assessing a Tool to Measure the Creativity of University Students
Creativity plays the key role in invention, innovation and problem solving that improve human life. The objective of this article was to develop and assess a tool to measure the creativity of university students. In doing so, a literature study of creativity was embarked upon to identify the underlying variables used to measure creativity. The identified variables were then subjected to a factor analysis process and the reliability of the data tested. Empirical data was collected from 500 full-time students randomly selected (with a response of 322). The results showed that at least twelve factors need to be considered in measuring creativity, namely: Challenging the status quo,-solving. These factors show inherent communal properties (correlating positively with existing theory), and could be grouped into three main categories, namely: cognitive psychology, external influences and personality characteristics. Regarding reliability, acceptable Cronbach Alpha coefficients were calcul...
Developing and Assessing a Tool to Measure the Creativity of University Students
Creativity plays the key role in invention, innovation and problem solving that improve human life. The objective of this article was to develop and assess a tool to measure the creativity of university students. In doing so, a literature study of creativity was embarked upon to identify the underlying variables used to measure creativity. The identified variables were then subjected to a factor analysis process and the reliability of the data tested. Empirical data was collected from 500 full-time students randomly selected (with a response of 322). The results showed that at least twelve factors need to be considered in measuring creativity, namely: Thinking and Problem-solving. These factors show inherent communal properties (correlating positively with existing theory), and could be grouped into three main categories, namely: cognitive psychology, external influences and personality characteristics. Regarding reliability, acceptable Cronbach Alpha coefficients were calculated, exceeding the minimum coefficient of 0.70. The article highlights the value of creative graduates and the factors that could be utilised to measure their creativity in a South African tertiary education context.
Testing and Operationalizing a Model to Measure Creativity at Tertiary Educational Level
Measuring creativity scientifically seems to be a challenging undertaking at the tertiary educational level. The purpose of the research reported in this paper was to test and operationalize a model to measure creativity at the tertiary educational level using SPSS and AMOS. These software packages were used to run causal path analysis and cause-effect relationships using the Pearson’s product correlation coefficient (PPMC), a multiple regression analysis and structural equation modelling (SEM) which included a confirmatory factor analysis (CFA). The Fields Educational Creativity Model (FECM) was the result of the test and operationalization and showed a mediating influence of cognitive psychology on the interplay between motivation and creativity. Creativity can be measured at tertiary educational level and this can positively influence the globalized knowledge economy because graduates will be critical, creative and imaginative thinkers and leaders who can work through complex problems and make creative and purposeful changes and adaptations.
Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire
Creativity Research Journal, 2005
The Creative Achievement Questionnaire (CAQ) is a new self-report measure of creative achievement that assesses achievement across 10 domains of creativity. It was designed to be objective, empirically valid, and easy to administer and score. Study 1 established test-retest reliability (r = .81, p < .0001) and internal consistency reliability (α = .96) in a sample of 117 undergraduate students. Study 2 established predictive validity of the CAQ against artist ratings of a creative product, a collage (r = .59, p < .0001, n = 39). Study 3 (n = 86) established convergent validity with other measures of creative potential, including divergent thinking tests (r = .47, p < .0001), the Creative Personality Scale r = .33, p = .004), Intellect (Goldberg, 1992; r = .51, p < .0001), and Openness to Experience r = .33, p = .002). Study 4 established discriminant validity between the CAQ and both IQ and self-serving bias. Study 5 examined the factor structure of the CAQ. A three-factor solution identified Expressive, Scientific, and Performance factors of creative achievement. A two-factor solution identified an Arts factor and a Science factor.
Characteristics of Creative Students Versus Academic Performance
International Journal of Human Resource Studies
One of the challenges for Higher Education Institutes (HEIs) in Malaysia is to drive the education system to achieve world class innovation. Finding from the prior researches reveals that creativity is the key component of innovation process and crucial element for students to enhance their competitiveness. As such, this research is conducted to examine the characteristics of creative students in the Faculty of Management (FM), Universiti Teknologi Malaysia and the relationship with academic performance. The research is quantitative based via questionnaire and responded by 60 students from the FM. Through descriptive analysis, Personality, Knowledge and Motivation are suggested as highly important creativity characteristics among FM students. Finding from the research also suggested, Personality and Thinking Style are significant and negatively correlated with academic performance. Meantime, ANOVA result revealed that characteristic of Motivation for Year 3 students is significant h...
Creative Education, 2019
Creativity is a growing demand in today's world. Education for creativity takes hierarchy, as well as the search for ways to evaluate its promotion. This paper presents partial results of a research project aimed at the study of the promotion of creative qualities in science education. The CREA test was used as an instrument to evaluate the creativity of students. The results allow us to propose limitations of this test as a tool for a global measure of creativity. The conventional analysis could measure one of the creative qualities: fluidity. The assessment of other creative qualities could benefit from a modified analysis. Some modifications like test time, could improve the measure of flexibility and elaboration. The applicability of the CREA test may not be accompanied by quality to the extent of creative potential.