Developing Primary and Secondary School Student Creativity through Teaching Innovation: A Meta-Analysis

Abstract

Reforming traditional teaching and promoting innovation in teaching content, models, technology, and other aspects is regarded as an effective approach to cultivating primary and secondary school student creativity. However, there is inconsistency in empirical research conclusions. This study conducted a meta-analysis of 67 quasi-experimental studies. The findings showed that compared with traditional teaching, teaching innovation could promote the development of student overall creativity, with a medium effect. Specifically, the impact on subject/course creative thinking yielded a large effect; the impact on creative products and general-domain creative thinking was a medium effect; and the impact on creative personality was a small effect. The moderation analysis found that the impact of teaching innovation on student creativity development was moderated by factors such as educational stage, cultural sphere, teaching innovation type, creativity course format, and teaching experimental duration. Four practical suggestions are put forward accordingly. First, attention should be paid to the phased characteristics of creativity cultivation. Second, creativity-integrated courses are suggested to be adopted as the primary course form. Third, teaching model innovation ought to serve as the core implementation path. Fourth, teaching technology innovation should be leveraged to empower creativity cultivation.

Keywords

teaching innovation / creativity / primary and secondary school students / meta-analysis / moderation analysis

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