A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention
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Tarih
2017-01
Yazarlar
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Yayıncı
Redfame Publishing
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning
retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out
between 2001 and 2011 have been obtained from certain national and international databases. The studies involving
thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities,
creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into
consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made
use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The
Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative
thinking techniques and creative writing applications on academic success are large in terms of levels, while the
creative applications in terms of learning retention are again large. This means that creativity has positive and great
effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the
effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It
can be suggested that researchers should carry out more studies on creativity as there are not enough studies on
creativity, especially regarding retention.
Açıklama
Anahtar Kelimeler
creativity, academic success, learning retention, thematic-based meta-analysis
Kaynak
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Künye
Özdas, F. & Batdi V. (2017). A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention. Journal of Education and Training Studies. 5 (3): 53-61.
