Effect of creative teaching in science on critical, creative thinking and achievement among year 3 pupils / Siti Hasya Yusof

Siti Hasya , Yusof (2019) Effect of creative teaching in science on critical, creative thinking and achievement among year 3 pupils / Siti Hasya Yusof. Masters thesis, Universiti Malaya.

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Abstract

This study employed a quasi-experimental design to investigate the effects of Creative Teaching Module (CTM) on critical and creative thinking as well as achievement among Year 3 pupils with triangulation of pre and post- test data with observation and audio recorded pupils’ responses during the intervention. The sample involved 55 participants for control and 55 participants for experimental groups. The instruments used were YCRITICAL-CREATIVE THINKING TEST and Science Achievement Test to measure the quantitative pre and post data. The results showed that there is no significant difference for both groups before the intervention in critical and creative thinking, t (110) = 0, p=1.00 > 0.05 as well as achievement in Science, t(110)=-1.19, p =0.241>0.05. Also, the results revealed that there is significant difference in critical and creative thinking, t(110)=-3.16, p=0.002<0.05 as well as Science achievement, t(110)=5.21, p=0.00<0.05 after the implementation of CTM in favour of the experimental group. For within group analysis, there is significant differences in critical and creative thinking, t(55)=2.763, p<0.05 as well as Science achievement, t(55)=28.64, p<0.05. While, the within group analysis for the control group revealed there is no significant difference in critical and creative after 12 weeks of research period, t(110)=-1.043, p>0.05. However, there is a significant difference in achievement in Science, t(110)=-12.0, p<0.05. The effect size (d=0.58) shows that there is a medium practical significance between CTM with critical and creative thinking shows that the CTM was able to nurture and instill critical and creative thinking in teaching and learning with experimenting, brainstorming, collaborative, and designing activities. The effect size (d=0.89) of the CTM also shows large positive practical significance with achievement in Science which revealed that the module was able to enhance achievement in Science.

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