Title: Effectiveness of 4Ps Creativity Teaching for College Students: A Systematic Review and Meta-Analysis
Abstract: Although the creativity teaching claims benefit college students by increasing their problem-solving capacities and enhancing professional competencies. There are also the current academic gap between the teaching constructs and efficacy. This study has compared how these and other teaching strategies have evaluated the efficacy of creativity derived from the 4Ps model (person, process, press, and product). In a systematic search, we identified eleven articles published from 2000-2011. Moreover, this study classified the creativity teaching experiences and analyzed the effect size of its efficacy. The weighted mean effect size (ES) of above studies was 0.95, with a standard deviation of 1.59. The ES of personality on technology students was 1.18 (95% confidence interval [CI95] = 0.39 - 1.42), which was greater than that for education and medical students. Studies with more than 56 subjects were seen to have the highest efficacy. The ES of process on professional courses was 1.18 (CI95 = 0.47 - 1.89), and for press in the classroom base the ES was 1.0 (CI95 = 0.61 - 1.38). The ES for the product combined with the creativity survey was 1.22 (CI95 = -0.70 - 3.14).