ON THE EFFECTS OF CREATIVITY-BASED TEACHING METHODS ON COGNITIVE-CREATIVITY, EMOTIONAL CREATIVITY AND ACADEMIC PERFORMANCE AMONG ADOLESCENTS
Abstract
The present study aimed to investigate the effects of creativity-based teaching methods on
cognitive-creativity, emotional creativity and academic performance among adolescents.
Population included all male students of Babolsar junior high schools (96-97). Having used a
single stage cluster sampling technique, researchers selected the sample. Then 7th graders of
different schools taught by the same teachers in writing and thinking-lifestyle courses were
chosen and randomly assigned to control (N=30) and experimental (N=30) groups. To collect
the required data, Abedi’s (1363) creativity scale, Averill’s (1999) emotional creativity inventory
(ECI), and teacher-made test batteries. The study used a quasi-experimental design with pretestposttest. The experimental group was exposed to the treatment, e.g. use of creativity-based
teaching methods for a 2-month period. To analyzed the data, Analyze of Covariance
(ANCOVA) was used. Results of the study manifested that creativity-based teaching methods
affected students’ cognitive creativity, emotional creativity, and their performances in writing as
well as thinking-lifestyle (F=112.794, F=14.851, F=0.270, respectively), hence, indication the
difference between the two groups.