Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495164
Title: Creativity training effects upon concept map complexity of children with ADHD : an experimental study
Author: Alkahtani, Keetam
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2009
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Abstract:
The rationale for this study was to extend the knowledge about creative thinking among children with attention deficit hyperactivity disorder (ADHD) by investigating the effects of creativity training upon concept mapping complexity. To verify whether the CoRT Thinking Lessons can enhance creative ability and improve concept map complexity, a Pretest-Posttest Control Group Design was used in this study. Sixty four students who are fourth and fifth graders (age 9-10 years) and classified as having ADHD participated in the investigation. In order to ensure that concept mapping is a familiar technique to all participants, they all were given a training session in concept mapping. Next to that, they were asked to complete a concept map and Torrance tests of creative thinking (TTCT) as a pre-test measure. After that, they were assigned to either experimental or control group, each group consisted of thirty two students. The experimental group was given creativity training (20 hours of CoRT thinking lessons during ten weeks) and the control group received no creativity training. Finally, all sixty four participants completed a second concept map and the TTCT as a post-test measure. Data collected from participants were analyzed via the Pearson product-moment correlation coefficient, the t test for two independent samples, and the paired-sample t test. Results of the analysis indicated that participants who received creativity training developed significantly more complex concept maps than those participants who received no such creativity training. Thus, creativity training enhances both concept mapping complexity and creative ability of students with ADHD as measured by the TTCT. Implications for practice include recommendation for teachers to design and establish educational activities and environments in which creative abilities of children with ADHD can be develop.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.495164  DOI: Not available
Keywords: L Education (General)
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