A TEACHING APPROACH WITH CREATIVITY-BASED LEARNING TO DEVELOP CREATIVITY IN PRIMARY SCHOOL STUDENTS

Abstract

The purpose of this research is to study the effectiveness of the teaching approach using creativity-based learning for developing primary school students’ creativity. The participants were Prathom Suksa I students from two classrooms at Ongkharak Demonstration School, Srinakharinwirot University, Nakhon Nayok Province, which were selected based on a simple random sampling. The 60 participants were divided into two classroom groups: the experimental group (n=30) and the control group (n=30). The research instruments were the teaching plan using creativity-based learning approach and Test for Creative Thinking Drawing Production (TCT-DP) (Jellen and Urban). The Two Group Pretest-Posttest Design was applied as the research methodology. The comparison between pretest scores and posttest scores of the experimental group and control group were conducted to arrive at the progress scores of each group. The collected data were then statistically analyzed using t-test for dependent samples to make comparisons between the scores of the experimental group and the control group. The results of this research indicated that the teaching plan using creativity-based learning for developing primary school students’ creativity was effective according to the evaluation made by a group of experts indicating the Index of Item-Objective Congruence (IOC) results which met the criteria of 0.5 on all topics. The comparison between the pretest scores and the posttest scores of the experimental group also demonstrated a significant difference.  The mean of pretest score of the experimental group was 13.63. After being taught with creativity-based learning teaching plans, students’ creativity improved as shown by a mean of posttest score of 18.13. The mean of posttest score of the control group taught with a conventional learning plan was 14.90. When making comparison between the posttest scores of two groups, the t-test showed the statistical value of 2.33. Therefore, creativity-based learning teaching plan had higher efficiency to enhance students’ creativity than a conventional teaching plan with a statistical significance level of .05. This indicated that students’ creativity could be explicitly improved by creativity-based learning used in teaching.