The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis

Şenel Elaldı, Veli Batdı


In this study, through a meta-analysis of 20 studies, it is aimed to compare the effectiveness of various forms of learning methods including creativity based learning, problem based learning, and differentiated instruction on creativity in terms of the academic achievement of students and to find out other study characteristics, related to the effectiveness of creativity. Studies including the pretest-posttest control group model and collected from national and international arena between the years 2000 to 2015 were chosen. In this context, 20 studies that met inclusion criteria were analyzed under three themes: creativity based learning, problem based learning, and differentiated instruction by using Comprehensive Meta- Analysis and the MetaWin statistical program. In addition, other studies having effectiveness on creativity were categorized as “method” and “approach” and their effect sizes were calculated separately. The effect size values of academic achievement scores in each theme were found to be respectively 0.850, 1.560, and 0.729 which were significant and at a large level in the first two themes; at a medium level in the third theme according to the classification of Thalheimer and Cook. The results indicated that different applications had positive effects on academic achievement.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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