Investigation of Creativity-Centered Teaching Methods on Emotional Creativity and Academic Performance of Adolescents’ Writing and Thinking-Lifestyle Courses

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Seyed Abolghasem Seyyedan, Amir Hossein Yeganeh, Muhammad Ghalichi Zaveh

Résumé

The present study aimed to explore the effects of creativity-based teaching methods on emotional creativity and academic performance of writing and thinking-lifestyle among adolescents. Population included all male adolescents of Babolsar middle schools (1396 - 97). The sample of the study was chosen by using a single stage cluster sampling technique. Then, seventh graders with the same teachers of writing, thinking-life style courses were selected and randomly assigned to the experimental (N=30) and control (N= 30) groups. To collect the required data such instruments as the emotional creativity inventory (ECI, Averill, 1999), teacher-made tests of thinking, life style and writing were administered. The study used a pretest-posttest with control group quasi-experimental design. The experimental group received a 2-month creativity-based teaching methods. Having used ANCOVA, the researcher analyzed the data. The overall finding indicated that the application of creativity-based teaching methods positively and significantly (F=14.851; P<.000) influenced emotional creativity.  Also, it was found that participants’ academic performance of writing was significantly and positively (F=52.252; P<.000) affected by the mentioned methods.  Finally, it was manifested that use of such teaching methods did not have any significant (F= .270; P<.606) effects on thinking-life style course.

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