Effects of Creative Problem Solving Teaching on Students’ Learning Achievement: A Meta-analysis

• Main Author: 吳雅萍
• Other Authors: 廖遠光
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/79849385947175805175

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 97 === A meta-analysis was performed to synthesize existing research comparing the effects of creative problem solving teaching with traditional instruction on students’ cognitive, affective achievement, higher thinking ability and attitudes toward creative problem solving teaching after experiments. The studies were located from five sources.There were 38 studies collected, 16 studies on cognitive outcomes, 20 studies on affective outcomes, and 33 studies on create thinking ability. The quantitative data of the collected studies were transformed into Effect Size(ES). In addition, 18 studied variables were selected and each studied variable was analyzed by one-way ANOVA to relate effect size. The main findings of this study were summarized as follows: 1 .The whole effects suggest that creative problem solving teaching is more effective than traditional instruction on both cognitive, affective and higher thinking ability learning. Their mean ES were 0.3665, 0.3833 and 0.6564 , respectively. 2. Two variables, research design form and experiment period had a statistically significant impact on the mean ES of cognitive achievement. 3. Two variables, teaching place and the teacher had a statistically significant impact on the mean ES of affective achievement. 4. One variables, Ability height had a statistically significant impact on the mean ES of higher thinking ability. 5. The results of this meta-analysis show that creative problem solving teaching in the aspects of cognizing and affection can promote students' cognitive, affective and higher thinking ability learning results. The results of the study show that students held more positive attitudes toward creative problem solving teaching. Keywords: Creative problem solving teaching、Learning achievement、Meta-analysis