Effective Performance in Goal-Directed Language Testing, with Practical Implications in Entrepreneurship, Law, and Commercialization Marketing

Abstract

Objective: This study aims to investigate the impact of instructional management models on developing students' creative thinking, with a particular focus on its practical implications in the fields of Entrepreneurship, Law, and Commercialization Marketing. Methodology: Employing Cohen's meta-analysis approach, the research synthesizes findings from 400 studies to assess how various instructional strategies enhance creative thinking relevant to these specialized domains. Results: The meta-analysis demonstrates a significant positive effect of instructional management models on creative thinking development (average effect size: d?= 3.43; [3.10; 3.17]). Notably, the Creative Development Theory shows the most substantial influence (d?= 4.217; [3.32, 5.11]). The effect size varies with different research attributes, particularly in studies focused on language instruction. Key findings include the effectiveness of instruction based on Torrance's Creativity Theory, planning of one to six lessons (each less than one hour), extending instructional periods beyond 31 hours, and incorporating six-step teaching processes. Furthermore, the use of quizzes for assessment, exams with 30-39 questions, and knowledge sheets as teaching materials have been found to have high effect sizes (d?= 3.630; d?= 4.774; d?= 4.333, respectively). Implications: The findings underscore the importance of applying Creative Development Theory in instructional strategies, particularly in Entrepreneurship, Law, and Commercialization Marketing education. Such an approach is crucial for nurturing the creative thinking skills essential in these dynamic and evolving fields. The results provide valuable insights for educators and practitioners aiming to enhance the effectiveness of teaching methodologies and to foster innovation and critical thinking in these specialized areas.