Abstract:

The study investigated the effects that the constructivism theory may have on creative reading skills and creative self-concept among high school students. One hundred students, from two schools in an Egyptian school region within Cairo Governorate, participated in the study. Forty students participated in the pilot study and sixty were distributed to an experimental group and a control one, thirty students for each. Participants responded to a creative reading skills scale and a creative self-concept scale, which were designed for the purpose of the study. A variety of activities and tasks were provided to students within a 16-session program over a period of six weeks during the school year 2010/2011. A lot of statistical techniques, including Analysis of Covariance (ANCOVA), Repeated Measures Analysis of Variance (ANOVA), and T-test, were utilized in data analysis. Findings of the study revealed an overall progress of the experimental group in creative reading skills as well as creative self-concept. The experimental subjects outperformed the controllers in the selected five skills of creative reading and creative self-concept as well. The results indicate the effectiveness of constructivism in creative reading and creative self-concept. Results were discussed in light of the conceptualization of the present study and the findings of previous research.

Keywords:

Constructivism Theory, Creative Reading, Creative Self-Concept.