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

Partial eta 
squared
Corrected model
15774.540
a
2
7887.270
26.546
.000
.284
Intercept
40892.129
1
40892.129
137.630
.000
.507
Percent pre-
8326.023
1
8326.023
28.023
.000
.173
Group
4875.430
1
4875.430
16.409
.000
.109
Error
39813.457
134
297.115
Total
589876.543
137
Corrected total
55587.997
136
a. R-Squared = .284 (adjusted R-Squared = .273)
Table 11. Correlations between pre-Torrance Test of Creative Thinking and pre-problem solving test 
(source: created by authors)
Pre-creativity index
Percent pre-
Pre-creativity index
Pearson correlation
1
–.058
Sig. (2-tailed)
.586
Number
90
90
Table 12. Correlations between post-Torrance Test of Creative Thinking and post-problem solving test 
(source: created by authors)
Post-creativity index
Percent post-
Post-creativity index
Pearson correlation
1
.207
*
Sig. (2-tailed)
.050
Number
90
90
* Correlation is significant at the 0.05 level (2-tailed).

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Creativity Studies, 2020, 13(2): 270–291
285
Correlation analyses was performed on the creativity results and problem solving results 
for the children in the treatment group. The first analysis examined if there exist any cor-
relation between the pre-tests in creativity (TTCT set A) and the problem solving before 
intervention. Table 11 shows a non-significant negative correlation, suggesting no relation-
ship between students’ ability in creative problem solving and creativity before intervention.
However, when correlation analysis was again performed on the post-tests results of cre-
ativity (TTCT set B) and problem solving, the figures show a statistically significant positive 
correlation (Table 12).
This suggest that after the intervention, there is a positive, albeit small relationship be-
tween the increase in the TTCT and the increase in post-problem solving test. Hence, stu-
dents’ exposure to creative problem solving may have contributed to creativity.