DEVELOPMENT CREATIVE INNOVATE ABILITY USING THE CCPR TEACHING MODEL OF GRADE 1 STUDENTS
Keywords:
CCPR Teaching Model, Creativity Innovation abilityAbstract
The purposes of this research are as follows: (1) to compare the innovative thinking ability of Grade 1 students in the CCPR Teaching Model and using the pre-test, formative, and summative tests for measurement. (2) to compare the create innovation ability of Grade 1 students before and after starting the CCPR Teaching Model. The research design was a one-group repeated measured design. The sample consisted of forty 1-grade students at Khon Kaen University
Demonstration School, Faculty of Education. The instruments used in research included the CCPR
Teaching Model lesson plan, an Innovative Thinking Ability Test, and the create innovation ability evaluation forms. The hypotheses were tested using a One-Way ANOVA repeated measures, and
a dependent sample t-test. The results of this study were as follows: (1) students in the CCPR Teaching Model increased their innovative thinking ability. The summative test and innovative thinking ability scores were higher than pre-test and formative test with a statistical significance
level of .05; and (2) students increased their creative innovation ability. The summative test of the innovation evaluation score was higher than formative test, with a statistical significance level of .05.
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