An Analysis of Longitudinal Relationships between Discussion/Debate Activities and Creativity

Abstract

This study analyzed the longitudinal relationship between discussion/debate activities and creativity using data from the 2nd and 5th years of the Busan Education Longitudinal Study (BELS) 2016. Descriptive statistics and correlation analysis for each variable and autoregressive cross delay models were analyzed using longitudinal data for 4 years from 5th grade to 2nd grade of middle school of 2,359 students in Busan. As a result, first, there was a positive correlation between discussion/debate activities and creativity. Second, discussion/debate activities and creativity were stable over time. Third, the discussion/debate activity for the previous time point had a significant positive effect on the creativity for the next time, and it was found that the creativity for the previous time point also had a significant positive effect on the discussion/debate activity for the next time point. Thus, when the longitudinal relationship between discussion/debate activity and creativity was analyzed, it was found that there was a positive influence relationship in both directions.
 Based on this, the following were suggested. First, it is necessary to continuously present various types of discussion/debate activities to students in the educational field. Also, it is necessary to develop and disseminate various teaching and learning strategies for developing students' abilities. Second, it is necessary to maximize the effect by strengthening the virtuous cycle structure based on the continuous positive influence between discussion/debate activities and creativity. In addition, in the development and dissemination of various teaching and learning strategies, it should be possible to continuously strengthen their virtuous cycle structure and increase its effectiveness.