How to Improve Students' Creative Thinking Skills: A Model for Improving the Students' CTS (original) (raw)
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Development of Creative Thinking Skills of Students Through Journal Writing
International Journal of Progressive Education, 2019
This research was conducted in the fourth grade of a private primary school in the province of Gaziantep in the 2018-2019 academic year to provide students with creative thinking skills. This study was carried out as a qualitative case study. 23 students participated in the program. With a two-month study, students were given 23 journal writing topics to develop their creative thinking skills. The students wrote their journals in the school for 5-10 minutes at the beginning of the lessons. At the end of the program students and teachers were asked to write their opinions in the interview form. The data were analyzed by NVIVO 12 for Mac. According to the findings, creative thinking and writing activities have a positive effect on students' development of creative thinking skills. Majority of the students think the program was entertaining while it is seen that female students are more willing than male students.
Effect of Creative Activities on Creative Writing Achievement
Zenodo (CERN European Organization for Nuclear Research), 2022
This experimental research aimed to determine the effect of creative activities on the creative writing achievement of the Grade 11 learners. Among the 106 participants 53 composed the experimental group and another 53 composed the control group. Results revealed that the pre-test scores of the Grade 11 learners exposed to creative activities in poetry and essay were very satisfactory, while, in short story were satisfactory. Likewise, those exposed to traditional method in poetry and essay were very satisfactory, while in short story was satisfactory. The post-test result for the group exposed to creative activities in poetry, short story, and essay was very satisfactory, while those exposed to traditional method in poetry, short story, and essay was very satisfactory. There was no significant difference in the pre-test scores of Grade 11 learners in poetry, short story, and essay for those exposed to creative activities and traditional method. There was a significant difference in the post-test scores of Grade 11 learners in poetry, short story and essay between groups exposed to creative activities and traditional method. There was a significant difference between the pre-test and post-test scores of those exposed to creative activities and traditional teaching. The mean increase in poetry, short story and essay scores in pre-test and post-test for both groups exposed to creative activities and traditional teaching was very large.
The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of " Fostering of Creativity and Creative Thinking " in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the TTCT indicated that students' perform better especially in originality and closure factors.
Exploring the relationship of creative thinking to reading and writing
Thinking Skills and Creativity, 2012
This study explores if extensive practice in reading or writing is related to high creative performance. In total, 196 university students participated in the study by filling out a questionnaire and completing a creativity test. The questionnaire inquires the total courses taken in the school year, total hours spent on reading, total hours on writing, and background information. The results indicated that students who spent more time on reading/writing performed significantly better on the creativity test. This study concludes that creativity scores, especially scores of elaboration, are significantly correlated with attitudes toward reading/writing, and the amount of time spent on reading/writing.
Journal of Education and Practice, 2017
This study aims: (1) To know the effect of students’ ability in writing narrative text which is taught by using media of serial image and media of song, (2) to know the effect of ability in writing narrative text of students who have high creative thinking ability and low creative thinking ability, (3) To know whether there is interaction between the use of learning media and creative thinking ability to students’ ability in writing narrative text. This study is quasi experiment. The population of this study is the students of grade V state elementary school 060841. The sample is selected in total sampling of two classes. The experimental class is treated by using the serial image media and control class is treated using the song media. The applied instrument is consisted of the test of narrative writing skills in the form of essay test as many as 1 question and the questionnaire of students' creative thinking ability as many as 30 statements that have been declared valid and re...
Effects of a Program for Developing Creative Thinking Skills
Electronic Journal of Research in Educational Psychology, 2012
Introduction. The aim of this study is to present an intervention program for creative skills development applied to a group of students of lower Secondary Education. Method. This program was applied in a school in Zaragoza (Spain) during the 2008-09 academic year. The study used a repeated-measures, quasi-experimental design with nonequivalent control group. The sample included 48 participants, ages 13-14 (24 experimental and 24 control participants). Three assessments were taken, before and after administering the program: the Torrance Test of Creative Thinking (TTCT) was applied as a pretest and postest in its parallel forms, and the Test of Creative Imagination for Young Children (PIC-J) was applied as a follow-up test to improve the reliability of the intervention. The program consisted of weekly 50-minute structured sessions with their objectives, activities and evaluation criteria. Results. ANOVA results showed that development of verbal and figural creativity in the experimental group was significantly higher (p < .05) than in the control group. Verbal creativity development was higher than the figural. Conclusion: The results of this study suggest that, in order to improve the educational effects of creative skill development, creative development should be incorporated into the objectives through the teaching and learning process of the educational methodology. This aspect highlights the importance of preparing the trainee teacher in creative thinking skills.
Relationship of Creative Thinking with the Academic Achievements of Secondary School Students
The major purpose of the present study was to explore the relationship between Creative Thinking and Academic Achievements of Secondary School Students. The study was conducted using survey design method. A total number of 256 students participated in the study. Participants were selected using random table. Torrance Tests of Creative Thinking [TTCT] was used to measure creative potential of participants on four elements. Pearson Correlation and one-way ANOVA were used to verify hypothesis. Results revealed a statistically significant relationship between i) creative thinking and students' academic achievements on different aspects of test of creative thinking, ii) creative thinking and academic achievements. However, the relationship could be altered when different level of academic achievement is examined and when creative thinking measure employed. The study has considerable implications for education as a whole.
The Effect of Learning Model and Creative Thinking Ability on Students’ Recount Writing Skill
IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 2016
The aim of the study is to find out the effect of learning model and creative thinking ability on students' recount writing skill. It was an experimental study with 2x2 factorial design and analysed using two-factor ANOVA at 0.05 significance level. The sample was 32 students and divided into two groups, namely experiment and control. The data were collected using recount writing test in English and creative thinking ability test. The research finding showed: (1) the students' recount writing skill taught by project-based learning model was higher than by genre-based learning model, (2) there was interaction between learning model and creative thinking ability on students' recount writing skill, (3) the students' recount writing skill with high creative thinking ability taught by project-based learning model was higher than those by genre-based learning model, and (4) the students' recount writing skill with low creative thinking ability taught by project-based learning model was lower than those by genre-based learning model.
The Effect of Creative Writing Activities on the Story Writing Skill
The aim of this research is to determine the effect of creative writing activities on the skill of university students in writing story genre text. Unequaled control group model which is half experimental is used in this research. 1/A section (experimental group) of standard class and 1/B section (control group) of evening class from Turkish Language Teaching Department of Gazi Education Faculty of Gazi University constitute the sample of the research. 60 students participate in the research in total. The data obtained from the result of creative writing activities processed in 10 weeks are evaluated with regard to “The Scale of Story Writing Skill ”. It has been revealed that according to scale of story writing skill there is statistically a significant difference between the points [t(29) = -5,172; p≤,05 ] the students got from the post-test in the experimental and the control group. In other words, creative writing activities are more effective than traditional writing education in improving story writing skill. Besides, creative writing activities have a significant effect on content dimension [ t(29) = -3,668; p≤ ,05 ]; planning dimension [ t(29) =-3, 151; p≤ ,05 ]; characterization dimension [ t(29) = -5,666; p≤ ,05]; setting dimension [t(29) =-4,479; p≤ ,05 ] , and time dimension [ t(29) =-4,471; p≤ ,05 ] of story structure. According to these results, creative writing activities should be mentioned in Turkish courses and confidence in classroom should be taught in the relevant department of teacher training agencies and preservice teachers should be trained as qualified ones in terms of both practical and theoretical aspects of creative writing.
Journal of Language and Linguistic Studies, 2019
Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a product-based approach discourage students from writing. In teaching mother tongue, creative writing activities, considered as process-based writing approach, are among the ones that will make students feel like writing and regard writing as a need. Writing, reviewing, and sharing the stages of the process-based writing approach are included in the Turkish Course Curriculum (MEB, 2018) starting from the 1 st grade. This study aims to examine the effects of creative writing activities on native Turkish-speaking students' creative writing achievement, writing attitudes and motivation in learning their mother tongue. The study employed one-group pretest-posttest experimental design. The sample of the study was formed by a total of 630 students from first, second, third and fourth grades. Arithmetic mean, standard deviation and t-test results and "Evaluation Criteria Form for Creative Writing" (Susar Kırmızı, 2008) were used in order for the analysis of the data. The results revealed that creative writing activities have a positive effect on students' creative writing achievement, writing attitude and motivation.