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Pre-Test 100 17.47 5.30 Significant
Fluency 11.11 at 0.01
Dimension Post-Test 100 19.71 5.09
level
Pre-Test 100 13.11 4.88 Significant
Flexibility Control 7.85 at 0.01
Dimension Group Post-Test 100 14.99 4.42
level
Pre-Test 100 9.98 6.41 Significant
Originality 9.03 at 0.01
Dimension Post-Test 100 12.62 5.88
level

Table-3 shows that concerning the to the pre-test level of students who
overall scientific creativity of the control were taught using the normal chalk and
group, the t-value was 17.4 which talk method.
indicates a significant difference in The results reveal that both the groups
mean scores of the control group during experienced significant improvement
the pre-test and post-test stage. Table in fluency, flexibility, originality, and
3 also indicates that the calculated ‘t’ overall scientific creative ability from
values of the control group on different the beginning of the intervention to the
dimensions viz. fluency, flexibility, and end of it.
originality were 11.11, 7.85, and 9.03
respectively. All these obtained ‘t’ values To analyse which method was more
reveal a significant difference between effective in enhancing the scientific
the pretest and post-test scores of the creativity among high school students,
control group on varied dimensions of post-test scores of the experimental
scientific creativity. The mean scores and control group were compared
indicate an increase in the post-test and tested statistically as presented in
scientific creativity level in comparison Table-4.
Table-4: Difference in the Mean Scores of Control and Experimental Group
on Overall Scientific Creativity Post-test

Test Group N Mean SD t-value Result

Experimental Group 100 47 13.95 Not
Post-test 0.83 Significant
Control Group 100 47.71 13.12 at 0.05 level

Table-4 demonstrates that after the The obtained ‘t’ value between the
exposure of the experimental group to two groups was 0.83, which was not
EduSat lectures, the mean and standard significant at the 0.05 level. It means that
deviation scores came to be 47 ± after the treatment phase, there was a
13.95 while the scores of the control marginal edge to the control group for
group for the mean and standard overall scientific creativity. However,
deviation for overall scientific creativity scientific creativity was increased in
were calculated to be 47.71 ± 13.127. both groups after the treatment phase.

214 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021