The effects of the application of creative reversal act (creact) on the teaching products of the secondary level students in foreign language learning (English)

The aim of this study was to investigate the effects of using the Creative Reversal Act (Creact) on the levels of academic achievement, creativity and attitudes of the secondary school students. The Creative Reversal Act (Creact) is a creative thinking technique based on the Janusian Thinking Theory. In the study, quasi-experimental design with pre-test-post-test control group was used. The study group consisted of students at the 6th grade level in a secondary school in a district of Zonguldak. The study group consisted of 20 students in the experimental group and 20 students in the control group. It was determined that the experimental and control groups were equivalent in terms of the average of the year-end overall success of the previous year and the average of the average English course. A total of 20 course hours, with 5 English lessons per week, were used for experimental applications. The total time allocated for applications and pre-test-post-tests is 6 weeks. In the experimental group, while the course was studied using the Creative Reversal Act (Creact), the lesson was taught in accordance with the methods and techniques proposed in the 6th grade English Course Curriculum in the control group. "Academic Achievement Test", "Torrance Creative Thinking Test" and "Attitude Scale of English Course" were used as data collection tools. Research data showed normal distribution. The data were analyzed by t-test for dependent and independent groups in SPSS package program. According to the findings obtained from the study, the use of Creative Reversal Act (Creact) in English course increased the students' level of creativity and attitude towards the course. There was no significant difference between the scores of academic achievement final test scores of the experimental and control groups. However, the mean scores of academic achievement, post-test achievement, and post-test achievement scores of the control group were higher than the mean scores. In this respect, it can be said that the technique has a positive effect on academic achievement.