Abstract
The current study aimed at investigating the possible impact of the problem-solving method of instruction on the exceptional students’ creativity. A sample of 50 male exceptional (Mild intellectual disability) students studying in the third 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 problem-solving method of instruction than that of their counterparts provided with the traditional method of instruction while the effect of intelligence was controlled. The scores obtained for the factors including fluency, flexibility, originality, and elaboration also increased through problem-solving method of instruction.
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