Copyright 2020 The Author(s). Published by vgtu press

participate in the focus-group interview in order to find out their opinions.
2.2. Instruments
Different instruments were employed to collect data for this study. The instruments were the 
TTCT (pre- and post-tests) and problem solving (pre- and post-tests), and the interview pro-
tocol for students. Meanwhile, researchers’ field notes, students’ work and video recordings 
of all lessons and reflection stages were also used to supplement any missing links when the 
situation warrants them. In fact, all activities associated to this study were video-recorded.
2.2.1. Torrance Tests of Creative Thinking – pre- and post-
The TTCT that was used in this study is the figural version which requires students to com-
plete and give titles to the picture that they created, given very minimal sketches (lines or 
circles 
etc.
) to start. The highly reliable tests are the most widely used tests of its kind and 
have been used for identification of the creatively gifted. It comes complete with instruc-
tion and marking scheme as well as means and standard deviations according to grade-level 
and age-level. Both the pre- and post-forms were utilized. The test was administered by the 
teachers at the school by adhering strictly to the instructions of the researchers. The pre-test 
was given out one week before the start of intervention while the parallel post-test was given 
after one week of intervention.

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Creativity Studies, 2020, 13(2): 270–291
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2.2.2. Observation checklist
Although the whole process involved in the study was videotaped, a checklist was prepared 
to be used for classroom observation by teachers and observers. It contains 6 items each for 
the four domains of creativity 
i.e.
fluency, flexibility, originality and elaboration. Observers 
observed how students solve problems that are discussed in the class (during the lesson) 
and tick the appropriate columns of options according to their judgement upon observing 
the students.