The Effectiveness of Dialectical Storytelling Intervention on Improving the Creativity of Primary School Students

Document Type : Scientific- research

Authors

1 PhD Student of Educational Psychology, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

2 Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.

Abstract

The aim of this study was to determine the effectiveness of dialectical storytelling intervention on improving the creativity of primary school students. The research method was quasi-experimental, with a pre-test-post-test design and a control group. The statistical population included all female primary school students in Urmia in 2019. The statistical sample consisted of 60 people selected through convenience sampling method and randomly assigned to two experimental (30 people) and control (30 people) groups. The subjects in the experimental group received eight 45-minute sessions of dialectical storytelling program in their composition writing classes. Research data were collected using Abedi’s Creativity Questionnaire. Data analysis was performed using multivariate covariance analysis in SPSS program version 26. According to the data, dialectical storytelling intervention led to a significant difference between the groups in terms of creativity (F = 22.34, p = 0.001) and its dimensions including fluidity (F = 88.68, p = 0.001) and flexibility (F = 7.19, p = 0.01). However, it was not effective on the components of initiative and creativity expansion (p = 0.05). According to the findings, the dialectical storytelling program can be used in schools to develop the creativity of primary school students.

Keywords

References

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