Scamper project teaching: Assessing Creative Self-Efficacy (CSE) and Creative Personal Identity (CPI) to foster creativity in elementary school

Abstract

This study examined the impact of SCAMPER project teaching on CSE and CPI. Using a quasi-experimental design, 131 elementary students engaged in seven weeks of project-based learning. Data collection was conducted using the SSCS to measure CSE and CPI, while student project outcomes were evaluated with the CPSS to assess creativity in terms of novelty, resolution, and elaboration and synthesis. The findings revealed statistically significant improvements in both CSE and CPI (p < 0.05), indicating that SCAMPER project teaching effectively enhances students’ creative potential. Additionally, students demonstrated the ability to produce original and meaningful work, reflecting well-rounded creative thinking.