The effect of creative instruction on academic performance for mould manufacturing courses

We employed a quasi-experimental method to investigate the effect of creative instruction on academic performance of mould manufacturing in vocational and technological students at Taiwan. Thirty-eight participants were evenly distributed between an experimental group with creative instruction (n=19) and a control group with general instruction (n=19). This study employed a Kruskal-Wallis technique. Results demonstrate that (1) there is no striking effect of creative instruction on cognition in mould manufacturing courses; (2) for technological skills, the scores from the creative instruction were higher than those from the general instruction in mould manufacturing courses; (3) there is significant effect of creative instruction on learning attitude in mould manufacturing courses.