A Comparative Study of the Effect of Computer-based Instruction and Problem-solving Instruction on the Students’ Creativity

Adnan Eshrati Fard,Ali Asgary,Akram Zarekar,Gholam Reza Sarami

doi:10.11114/jets.v2i2.179

Abstract

The current study aimed to identify the appropriate method of teaching creativity through comparing computer-based instruction with problem-solving instruction. A sample of 50 male students studying in the second grade of junior high school was chosen and divided into two equal groups. Both groups filled out the Torrance Test of Creative Thinking (TTCT) in pre- and post-test stages. They also completed the Raven Standard Progressive Matrices (RSPM) as a covariate variable. The results of covariance analysis revealed that the mean value for creativity score was higher for the students provided with the computer-based method of instruction than that of their counterparts provided with the problem-solving method of instruction while the effect of intelligence was controlled. The scores obtained for the fluency component of creativity and those for flexibility, originality, and elaboration components also increased more through problem-solving and computer-based method of instruction, respectively. To sum up, employing computer-based method of instruction resulted in a further increase in the students’ creativity.

Highlights

Creativity as a complicated concept is unique considering its numerous definitions and reliable viewpoints
The current study aimed to identify the appropriate method of teaching creativity through comparing computer-based instruction with problem-solving instruction
The results of covariance analysis revealed that the mean value for creativity score was higher for the students provided with the computer-based method of instruction than that of their counterparts provided with the problem-solving method of instruction while the effect of intelligence was controlled

Summary

Introduction

Creativity as a complicated concept is unique considering its numerous definitions and reliable viewpoints. Having more than one definition, by itself, indicates the complexity of the concept (Jackson et al, 2012). Guilford (Stojanova, 2010) points to it as a divergent thinking in problem-solving which entails fluency, flexibility, originality and elaboration. In oxford Dictionary, creativity was defined as thinking about the problems through applying innovative ways and ideas (Fatemi, Hamidi, & Rahimi, 2011). A second set of studies have dealt with the environmental ones (e.g., social, economic, cultural and educational factors). Among the second set of factors, the role of educational organizations seems to be of utmost significance (Furnham et al, 2008; Kletke, 2001; Stojanova, 2010)

Methods

Discussion

Conclusion