The Effect of Using “Segmentation” and “Merging” Strategies based on the Theory of TRIZ for Creative Problem Solving and Critical Thinking for Gifted Students

Abstract

This study aimed at examining the effect of using the “segmentation” and “merging” strategies based on the Theory of TRIZ for Creative Problem Solving and Critical Thinking for Gifted Students. Purposeful sampling was used to select (106) gifted students who were divided into three groups. The first two groups were experimental groups; one of them (n=35) was trained by the segmentation strategy the other group (n=35) was trained by the merging strategy. The third group was the control group which included (36) students, who were trained by the traditional method. Two instruments were used; the Creative Problem-Solving Skills test (consisting of 30 items), which was developed by the researcher, and the Watson-Glaser Critical Thinking Appraisal (WGCTA-FS) which was adopted by the researcher. The training program for the “segmentation” and “merging” strategies was conducted. To ensure the validity and reliability of the two instruments (tests), the method of test and retest and the Pearson Correlation Coefficient was applied. Data were analyzed by the arithmetic means, standard deviations, and variance analysis for (ANCOVA). The results found that there are statistically significant differences (α≥ 0.05) for the two experimental groups based on the Creative Problem-Solving Skills Test and Critical Thinking Skills Test. The findings revealed the effectiveness of using TRIZ theory strategies (segmentation and merging) in improving thinking skills among the sample of the study. The study recommended using these two strategies and incorporating them into school curricula.