Quasi-experimental design improved creative thinking and mathematical dispositions in elementary students, suggesting effective instructional strategies.
Key Points
The experimental group showed significantly higher creative thinking abilities, demonstrating the effectiveness of targeted instructional methods.
Creative thinking ability was significantly greater in the experimental group (M=82.6) than the control group (M=73.9), indicating a substantial increase.
A quasi-experimental design was utilized with independent samples t-tests to evaluate the instructional impact on students' competencies.
These findings underscore the importance of fostering both cognitive abilities and positive dispositions in mathematics education.