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It can, therefore, be concluded that both and control group students”, is thus
the methods seem to be equally good accepted. The analysis leads to the
in enhancing overall scientific creativity conclusion that EduSat lectures were
and the effect of EduSat lectures was not more effective than the normal
not at all visible when compared to the classroom teaching in enhancing the
conventional method. Based on results scientific creativity of high school
obtained from the analysis of the data, students. Further, the post-test scores
the second null hypothesis i.e. “After of both groups were analyzed on various
the exposure to EduSat lectures, there dimensions of scientific creativity and
is no significant difference between presented in Table-5.
the scientific creativity of experimental
Table-5: Difference in the Mean Score of Control and Experimental Group on
different Dimensions of Scientific Creativity Post-test
Dimensions ‘t’ Level of
Scientific Test Group N Mean S.D value Significance
Creativity
Experimental 100 20.02 4.90 Not
Fluency 0.98 significant at
Control 100 19.71 5.09
0.05 level
Experimental 100 14.92 4.36 Not
Flexibility Pre-test 0.22 significant at
Control 100 14.99 4.42
0.05 level
Experimental 100 12.30 6.36 Not
Originality 0.91 significant at
Control 100 12.62 5.88
0.05 level
Table-5 shows the dimension-wise lectures were not more effective than
effect of enhancing scientific creativity. the normal classroom teaching in
The calculated ‘t’ values are 0.98, 0.22, increasing the scientific creativity of
and 0.91 for different dimensions of the high school students. In the absence of
scientific creativity test. Based on the direct empirical research studies on the
difference in mean scores on different effect of EduSat lectures on scientific
dimensions of the scientific creativity creativity, the present findings seem in
test, it can be inferred that students agreement with the studies conducted
of the experimental group and control on the effect of television on creativity.
group had shown an almost equal The study by Runco and Pezdek (1984)
increase. It can be concluded that EduSat falls completely in line with the findings
lectures and traditional methods were of the present study as they argued that
equally effective in increasing all three the effect of watching television and
dimensions of scientific creative ability. listening radio on children's creativity is
not different. Another study conducted
Discussion and Conclusion by Keyne (2003) showed that television
The results indicate that EduSat viewers with large screen time scored

Indian Journal of Educational Technology 215
Volume 3, Issue 2, July 2021