Document Type : Original Article
Authors
1
MSc in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
2
Master of Educational Technology, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
3
Instructor, Department of Educational Sciences, Faculty of Educational Sciences and psychology, university of Isfahan, Isfahan, Iran.
4
Shaghayegh Nikneshan: Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and psychology, Payame Noor University, Tehran, Iran.
Abstract
This study aimed to investigate the effectiveness of the creative teaching method on creativity and its four dimensions, namely originality, fluency, flexibility, and elaboration, among undergraduate female students majoring in Educational Sciences at the University of Isfahan. The study employed a quasi-experimental design with a one-group pretest–posttest approach. The statistical population consisted of all fifth-semester undergraduate female students in Educational Sciences at the University of Isfahan. A sample of 15 students was selected through convenience sampling. Creativity and its dimensions were assessed using the Abedi Creativity Questionnaire (1993). The collected data were analyzed using the paired-samples t-test in SPSS version 27. The findings indicated that the creative teaching method significantly improved students’ overall creativity in the posttest compared with the pretest (p < 0.05). Furthermore, the intervention demonstrated a large effect on the dimensions of fluency and flexibility, a moderate effect on originality, and a small effect on elaboration. These findings suggest that although creative teaching is effective in enhancing all dimensions of creativity, the development of originality, and particularly elaboration, requires longer instructional periods and more specialized learning activities than fluency and flexibility. Therefore, the systematic implementation of creative teaching methods can serve as an effective strategy for fostering students’ creativity and strengthening creative human capital in higher education.
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