A Systematic Review and Meta-Analysis of High-Level Inquiry-Based Teaching for Developing Students’ Creative Thinking Skills
Keywords:
Meta-Analysis, Creative Thinking, High-Level Inquiry-Based Teaching MethodsAbstract
The purposes of this study are to estimate pooled effect sizes of previous studies on effect of high-level inquiry on the development of students’ creative thinking skills and compare the effect sizes between subgroups. Twelve research articles published in high quality international journals between 2009 - 2019 and met inclusion criteria were selected. Standardized indices for conducting meta-analysis including effect sizes and standard errors were pre-calculated and pooled effect size was estimated from random effect model by R program package ‘meta’ and ‘metafor’. The results showed that overall, the high-level inquiry has a medium effect (ES = 0.60) on creative thinking skills. The subgroup analysis indicated that pooled effect sizes of primary and secondary students are 0.76 and 0.53, respectively. We found that studies with high effect sizes are characterized by engaging students in gathering information, planning and designing their own various solutions to complete given solving problem tasks, especially when they integrate technology digital media to assist inquiry learning in the classroom.
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