Thesis Title

Guided Imagery Strategy in Poetry Writing Instruction: Its Effects on Creative and Critical Thinking Skills of Middle School Students

Date of Graduation

Spring 1989

Degree

Master of Science in Education in Elementary Education

Department

Childhood Education and Family Studies

Committee Chair

Darrell Roubinek

Subject Categories

Elementary Education and Teaching

Abstract

This study was conducted to determine the effect of the use of guided imagery strategy in poetry writing instruction on creative and critical thinking abilities of fourth and fifth grade students. After random assignment to groups, students were given the Torrance Tests of Creative Thinking and the Ross Tests of Higher Cognitive Processes. Half the students participated in guided imagery strategies while the remainder of the students received only poetry writing instruction. Students were re-tested and an analysis of covariance was used to analyze the data. There was a positive significant difference found in all areas of creativity except originality. There was, however, no significant difference in any of the critical thinking tests. It was concluded that the concept of using guided imagery strategies with poetry writing instruction has, to some extent, been proven to be effective in enhancing creativity.

Copyright

© Deborah A Epps

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Dissertation/Thesis

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