The Effect of Using “Segmentation” and “Merging” Strategies based on the Theory of TRIZ for Creative Problem Solving and Critical Thinking for Gifted Students

Faisal Yahya Alamiri

Abstract


This study aimed at examining the effect of using the “segmentation” and “merging” strategies based on the Theory of TRIZ for Creative Problem Solving and Critical Thinking for Gifted Students. Purposeful sample was used to select (106) gifted students who were divided into three groups. Two experimental groups, which included (35) students who were trained by the segmentation strategy, and (35) students who were trained by the merging strategy. The third group was the control group which included (36) students, who were trained by the traditional method. Two instruments were used; the Creative Problem Solving Skills test (consist of 30 items), which was developed by the researcher, and the Watson-Glaser Critical Thinking Appraisal (WGCTA-FS) that was adapted by the researcher. The training program for the “segmentation” and “merging” strategies was conducted. To ensure the validity and reliability of the two instruments (tests), the method of test and retest and the Pearson Correlation Coefficient were applied. Data were analyzed by the arithmetic means, standard deviations, variance analysis for (ANCOVA). The results found that there are statistically significant differences (α≥ 0.05) for the two experimental groups based on the Creative Problem Solving Skills test and Critical Thinking Skills test. The findings revealed the effectiveness of the using TRIZ theory strategies (segmentation and merging) in improving thinking skills among the sample of the study. The study recommend using these two strategies and incorporating them in school curricula.


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