The Influence Of (Pictil) Program Designed According To A New Proposed Model (Ictil) On Creative Thinking And Working-Memory Among Gifted Students
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Date
2017-08
Authors
Alharthy, Shaker Shafi
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
As a contribution to the fields of learning and creative thinking, a proposed Integrated Creative Thinking in Learning (ICTiL) model was presented. (ICTiL) model aims at integrating thinking creatively into learning process by enhancing working-memory through following a new proposed way of information acquisition and deep thinking steps. This enhancement is supposed to increase learning output and foster achievement. As a result, a new proposed Program of Integrated Creative Thinking in Learning (PICTiL) was presented and delivered to the sample of this study as a training program. The sample of this study consisted of 92 male gifted students of secondary school who were distributed equally on control and experimental group (46 respondents each) and were assigned randomly. Mixed-method approach was used with an explanatory sequential design. The findings of this study included high size effect of the instructions of the (ICTiL) model represented in (PICTiL) program on creative thinking and working memory of the respondents indicating an improvement in creativity and learning. As for creative thinking skills, it was found that there was an improvement in fluency, flexibility, originality, and elaboration; the differences between the two means of scores of pre-test and post-test on Torrance Test of Creative Thinking were (0.717), (0.500), (1.087), and (2.196) for those skills respectively showing significant statistical values. As for working-memory elements, results showed that the differences between the means of scores of pre-test and post-test on Working Memory Tests were (2.413) for phonological loop, (3.696) for compatibility between functions of the central executive and the phonological loop, (0.261) for visuospatial sketchpad, (0.435) for compatibility between functions of the central executive and the functions of the visuospatial sketchpad, and (0.435) for visual sketchpad functions. These values showed statistical significant values except for visuospatial sketchpad and visual sketchpad functions. It was also found that age, class level, and the interaction between age and class level have no influence on creative thinking and working memory of the gifted respondents. Findings also revealed positive opinions and attitudes of the focus group respondents towards the influence of (PICTiL) training program. Depending on results, invitation to adopt and improve (ICTiL) model is proposed.
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Keywords
Integrating thinking creatively into learning , enhancing working-memory