An investigation into the effects of the creative problem-solving module I.D.E.A.S. on Iowa industrial technology student creativity

The problem this study examined was whether creativity was enhanced in Iowa junior-senior high school Industrial Technology students by using a module of problem-solving materials that incorporated the student team learning approach. More specifically, the problem of this study was to determine if the creative problem-solving module I.D.E.A.S. was effective in this setting. The I.D.E.A.S. Module was intended to supplement existing Iowa Industrial Technology curricula to improve the creative thinking abilities of junior-senior high school students. To accomplish this, a module on creative problem-solving called I.D.E.A.S. was developed specifically for use in a wide range of Industrial Technology courses in Iowa. The I.D.E.A.S. Module provided these students with a carefully developed, systematic approach to learning seven (7) problem-solving strategies. The module employed a team approach to student learning containing lessons and activities that were appropriate for the Industrial Technology environment. Specifically, the study attempted to answer the following research question: Will Iowa Industrial Technology students using the I.D.E.A.S. Module material show a difference in performance in the Verbal and Figural Torrance Test of Creative Thinking when compared to students not using the I.D.E,A.S, Module material? A demographic data base of 30 schools, 30 instructors and approximately 1100 students was developed. However, due to new construction problems and health reasons two instructors were unable to complete the project. The remaining 28 instructors all administered the module and the test instrument during the assigned time period of February, 1991. The methodology used for this project was Randomized Subjects, Posttest-Only Control Group Design. It required that the researcher randomly draw two Industrial Technology classes which were assigned to each instructor in the project. One class was assigned as the experimental group (Field #1) and received three weeks of instruction utilizing the I.D.E.A.S. Module. The other class, the control group (Field #2) , functioned as a normal Industrial Technology class . After the prescribed time period both fields took the Verbal and Figural Torrance Test of Creative Thinking--Form B as the posttest. Six instructors (201 students) completed all the necessary requirements of the project which was to administer the module and two tests, then score and return the tests. Every instructor that did not score t he test was contacted. Without exception, they indicated that the tests were not scored because they were so time consuming (one to two hours per student) . To ensure that the tests that were returned were scored correctly a checking system was established. This checking system consisted of training an individual who was designated as the Project Scorer. To establish the instructor\u27s scoring accuracy, the Project Scorer rescored randomly drawn tests from both Field #1 and Field #2 . Once test validity was established the formula for two independent samples t test was used to determine the statistical significance of the ratio. Based on the findings, the decision was made to retain the null hypothesis. While scores were generally higher for the experimental group, student using the I.D.E,A.S, Module material showed no statistically significant difference in performance in the Verbal and Figural Torrance Test of Creative Thinking when compared to students not using the I.D.E.A,S, Module material. There was, however, some auxiliary descriptive data collected which consisted of written remarks made by the I.D.E.A,S, Project instructors. These comments provided mostly positive general reactions regarding the project, leading to recommendations for further research with the I.D.E.A.S. Module