A Research Synthesis of Learning Management Affecting Students’ Creative Thinking Using Meta-Analysis
DOI:
https://doi.org/10.64769/rdj.v29i2.282866Abstract
This research aimed to synthesize existing research studies related to instructional methods influencing the creativity of primary and secondary school students.
The analysis included theses and dissertations from both public and private universities in Thailand, published between 2009 and 2021. A meta-analysis was conducted using data retrieved from the Thai Library Integrated System (ThaiLIS) online database. The objectives of this research were: 1) to examine the characteristics and distribution of relevant research studies, and 2) to compare the effect sizes of different instructional methods on student creativity. The keyword “creativity” was used for data retrieval, and only experimental and quasi-experimental studies were included, resulting in a total of 79 studies. The research instruments included: 1) a research quality assessment form with established criteria, and 2) a research characteristics recording form and a code book. Effect sizes were calculated using Glass’ formula. Statistics for data analysis included percentage, mean, standard deviation, and the Kruskal-Wallis Test for comparing effect sizes.
The research findings revealed that:
- An analysis of the 79 studies on instructional methods affecting creativity, published between 2009 and 2021, indicated that Mahasarakham Rajabhat University and Dhurakij Pundit University produced the highest number of relevant research studies. The Curriculum and Instruction program produced the highest number of research studies, with the highest research output reported in 2019. The most frequently studied subjects were Art, Music, Performing Arts, and Occupations and Technology. Among instructional methods aimed at enhancing creativity, creative thinking instruction was the most frequently employed method. Research predominantly focused on the Key Stage 2 educational level. The one-group pretest–posttest design was the most widely used research methodology, while the instructional plan served as the primary instrument across studies. For hypothesis testing, the t-test for dependent samples was most commonly applied, with a statistical significance level of .05 reported most frequently.
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