Effect of Creative-Teaching on Creative-Thinking-Elaboration among Different-Ability Upper-Basic Science Students in Gboko

Abstract

 The effect of Creative-Teaching (CT) on Creative-Thinking-Elaboration (CTE) among different-ability upper-basic science students in Gboko was studied using a pre-test and post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. A multistage sample of 70 students from two schools was drawn out of the 674 in the seven government grant-aided upper-basic schools in Gboko Town for the study. Torrance Test of Creative Thinking with a reliability coefficient of 0.83 determined using a test-retest method with Pearson Product Moment Correlation statistic was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the CTE among different-ability students within the teaching methods, F (2, 63) = 0.355, ρ (0.703) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTE than those in the Lecture Method, F (1, 63) = 52.588, p (0.000) < 0.05. No significant difference existed in the students’ CTE based on gender, F (2, 63) = 0.017, ρ (0.983) > 0.05. Based on the findings, it was concluded that CT enhances students’ CTE without gender bias and is therefore recommended for teaching science at basic schools.