See

discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/280311851

EFFECTS OF PICTURES IN TEXTBOOKS ON

STUDENTS' CREATIVITY

Article · June 2015

CITATIONS READS

0 1,561

3 authors, including:

Masoumeh Pourrajab Mohtaram Rabbani

University of Malaya UCSI University
39 PUBLICATIONS 13 CITATIONS 14 PUBLICATIONS 3 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Masoumeh Pourrajab on 24 July 2015.

The user has requested enhancement of the downloaded file.

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS’

CREATIVITY

Sara Kasmaienezhadfard
PhD Student in Curriculum and Instruction (Educational Science)
University Putra Malaysia (UPM)
Email: sara_kasmaie@yahoo.com
Mo.: +60172519730

Masoumeh Pourrajab
Post-Doctoral Research Fellow
Faculty of Education, University of Malaya (UM), Malaysia
Email: mpourajab@gmail.com & mpourajab@um.edu.my

Mohtaram Rabbani
PhD Candidate in Psychology of Child Development
University Putra Malaysia (UPM)
Email: Mina.rabbani@yahoo.com

ABSTRACT

One essential key element of the curriculum is the textbook which provides a clear structure for
teachers and students. This paper is study based on the literature and previous research papers to
explain the importance of textbooks as well as effect of pictures in the textbooks on student’s
creativity. Images in the textbooks influence the learning process. Students often see pictures
before reading the text and these pictures can enhance the power of imagination of the students.
The findings of this study show that the pictures in textbooks can increase students’ creativity.
The use of images for educational intention and learning is a vital, but designer of textbook
should be aware of the utility of an image. This study aimed to help the curriculum planners and
designers to reveal the points of strength of textbooks to be reinforced and the points of
weakness to be avoided and treated in the future.

Key words: Textbook, Pictures, Creativity, Students

www.mdegq.com Page 83 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS’

CREATIVITY

Sara Kasmaienezhadfard
PhD Student in Curriculum and Instruction (Educational Science)
University Putra Malaysia (UPM)
Email: sara_kasmaie@yahoo.com
Mo.: +60172519730

Masoumeh Pourrajab
Post-Doctoral Research Fellow
Faculty of Education, University of Malaya (UM), Malaysia
Email: mpourajab@gmail.com & mpourajab@um.edu.my

Mohtaram Rabbani
PhD Candidate in Psychology of Child Development
University Putra Malaysia (UPM)
Email: Mina.rabbani@yahoo.com

1. Introduction

There were teachers in the traditional learning environment, which transferred knowledge
to the students and even up to this day, nothing can replace this function of them (Roselan,
2003). Based on some researches in most of countries textbooks are considered as a main source
of education (Aslan, 2010).

Textbook, can be one of the best sources if prepared appropriately in terms of both
internal and external structures and visual design, it could be thought as an proficient tool in
processes of teaching and learning (Aslan & Polat, 2008). Many experts in educational systems
or in educational psychology accept that pictures can have effective role to instructional
textbooks (Peeck, 1993). Textbooks are deemed as the heart of pedagogical activities. They are
able to provide students a wide choice of new and fascinating facts and to create incredible
experience (Mahmood, 2011; Thang et al., 2013b). Moreover, textbooks are easily accessible for

www.mdegq.com Page 84 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

students and teachers and they can use them according to their expectations. So the considerable
issue is to choose the suitable textbook which needs a careful attention (Mahmood, 2011).

Furthermore, there are many researches which show the importance of textbooks and
images on student’s motivation and creativity. According to Litz (2005), generally textbooks
have responsibility as facilitators in the teaching and learning processes. Richard’s opinion
(1993) was that textbooks can present exciting, motivating and energetic materials which
teachers are not able to prepare them for students (Sowat & Saluna, 2013). Without doubt,
textbooks have essential functions. Most of the time they are considered as main appliances for
providing content knowledge, textbooks can determine data and information which students need
to them in a class and evaluate what students should do and should not learn (Freeman &
Porter, 1989; Lebrun et al., 2002; Mahmood, 2011). The visual design and arrangement of a
textbook can give prominence to some elements in the textbook. The students visualize and next
understand words during illustrations in the textbooks (Hibbing & Rankin-Erickson, 2003).

Images and pictures represent part of our reality. Regularly these images do not represent
the whole, but to help students focus on experiences an important part of their live (Dimopoulos,
Koulaidis, & Sklaveniti, 2003). Pictures are able to motivate students to study the attached text;
they can increase attention or encourage more detailed processing of textual data which included
in illustrations, also they can explain and make clear content that is not easy to understand, or
they can aid to create nonverbal codes in addition verbal ones and thus increase recovery
potential for the picture text content (Peeck, 1993). Through the use of pictures students can
make active previous knowledge probably something like imagine what will happen in the future
or occur in a remote location, recall past events (Cho & Kim, 1999).

Furthermore some researchers have found that the level of Asian students’ creativity is
lower than United States and Canada communities (Alias, Hadi, & Balkis, 2010). Student from
United States has higher creativity level than Malaysian student (Chua, 2004). It is believed to
main goal of education is that helping students to think productively and coordinating creative
thinking (to create ideas) and critical thinking (to estimate ideas) (Paul, 1995). In traditional
system of education, textbooks are considered as a more important resource in the classrooms,
but evaluator do not pay attention to impact of pictures in the textbooks they just focus on
content. According to Litz (2005) textbooks should correspond to learners’ needs, more over the

www.mdegq.com Page 85 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

textbook should be designed base on proper methodology, the psychological, and linguistic
principles have to consider accepted techniques of teaching (Williams, 1983). Sometimes
pictures in textbooks have decorative role (Peeck, 1993) and in most cases illustrator of
textbooks do not consider educational philosophy and student’s psychological needs in process
of learning and in the pictures and illustrations. This is especially correct because making the
creative society needs true basic education system (Morris, 2006). So humans have many
creative potential to achieve, and primary reason is that children’s creativity is not nurtured in
proper way. Subsequently the vital role of thinking, innovation and creativity is not fully
developed and many people in some countries still do not care or appreciate the worth of
creativity (Ishaq & Director, 2003) so these issues need more consideration in educational
systems.

2. The role of textbook

According to Swanepoel (2010), a textbook is an instructional manual in every discipline

of study. The accessible descriptions of the textbooks conception differ from some books which
are solely written and published for educational purpose. Although many investigators refer to
textbooks which are specially written for utilizing in didactic situations, however textbooks are
made according to the demands of educational organizations. As a result, textbooks are part of
the wider group of educational media and more specifically the print media. The Printed media
comprise all textbooks which used in the classes, educator and learner guides, most of the
student workbooks and many of atlases, glossaries, magazines, newspapers, graphs and posters
(Mahlaba, 2006; Stoffels, 2005). Pedagogically textbook function as content provider and
facilitator that includes many idea, information and activities which are essential to achieve the
expected result (Khutorskoi, 2006). Using of textbook is an economical way for preparing
learning material for students other material such as kits or computer software are more
expensive and inaccessible (Lukianenko, 2007).

Consequently a majority of teachers consider textbooks as the most significant teaching

resource (Thang et al., 2013a). On top of that textbooks do not only impact what and how
students learn, but also what and how teachers can teach (Mahmood, 2011). Without using the
textbook, skills, concepts, and content required by the curriculum cannot be delivered. On the
other hand Beck and MeKeown (1991) mentioned that in many ways textbooks cannot have

www.mdegq.com Page 86 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

encouraging role to teaching and learning, sometimes learning from textbook is too complicated
for students or content of textbooks is very complex. In some situation textbooks become the
most significant and often the only resource of content and educational information for the
teacher (Meurant, 2010).

Textbooks can assist pupils to make perception about their experiences. Textbooks with
providing suitable questions and assignments can indicate students reflection, give explanation
and motivate students (Iqbal, 2009; Mahmood, 2011; Saeed, 2009). However, textbooks have
their own conditions and standards; obviously vocabulary and format of textbook are significant,
so content organization, power words which utilized in the textbook, page design, consequence
of the image and pictures, technique of print and size, content legibility, etc should be deemed
(Swanepoel, 2010).

Igbal (2009), Mahmmod (2011), and Saeed (2009) exposed that, quality of textbook
include eight main elements as follow:

1. conformance of the textbooks with curriculum guidelines,

2. textbook reliability and validity,

3. proper vocabulary, figures and format,

4. arrangement of the text inside the book and across the series of the topic,

5. text persuades critical and creative learning,

6. estimation and evaluation,

7. trainer guide and other learning material,

8. Free prejudice text.

As shown in Figure 1, Iqbal (2009) , Mahmood (2011) , and Saeed (2009) proposed three
additional indicators which have been identified and those included; a) persuade use of
technology, b) suitability; and, c) environment. These points show that the curriculum planner
and designer of textbooks as an important material should be sensitive about their accuracy and
suitability.

www.mdegq.com Page 87 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

technology

Suitability Environment

Figure 1: Quality of Text book based on Iqbal, 2009; Mahmood, 2011; Saeed, 2009 Model.

3. Importance of pictures

Pictures are considered as a valuable device to motivate and develop pupil's creativity.
When students read picture books without many word they learn to employ their imagination to
explain and recreate and represent the part of story that they look in the books (Fang, 1996).
Moreover for meaningful learning students need to make connection between visual and verbal
representations (Mayer, Steinhoff, Bower, & Mars, 1995). In this regard teachers can enhance
students’ creativity by encouragement and reward, or by choosing interesting materials
(Sternberg, 2003).

Pictures also provide a time frame and give chance to the students to make decision and
utilize their imagination to guess and elaborate what will happen. This promotes the reader to
create his own fables based on his imagination and creativity. This is possible because
illustrations provide mental scaffolds to facilitate their process understanding of the written text
(Fang, 1996).

This is mainly, because illustrations help reader to make elaboration of the text, thus
learning will be easier by motivating the students to shape and images of the information
(Schallert, 1980). As Diamond (2008) considers, students prefer images and pictures in
textbooks because by using them they can understand and learn better and easier than words
students need illustrative information for leading their reaction to verbal information. Thus,
students often connect pictures with their own life experiences. Then they can create meaning
according to their existing schemas.

www.mdegq.com Page 88 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

In addition, illustrations in the books can create awareness in children's aesthetic sense to
appreciate of art and beauty. Being sensitive about art and beauty is vital because this sense is a
base source of cognitive and practical experience (Broudy, 1977). It may provide the unsuitable
materials of concepts and views, leading to the creation world possibility.

Good pictures in textbooks can unleash student’s brains from common and usual
scientific activities to diversified thinking, by making the chance to share idea of authors or
illustrator with others (Cho & Kim, 1999). In brief, pictures and illustrations in the textbooks are
designed for many tasks such as enjoyment, to take attention, to reinforce or saying a story, teach
a concept, and to promote enjoyment and consciousness among children.

4. Creativity

Creativity is a talent to generate work that is exclusive and unique, but still proper and
useful (Woolfolk, 2008), in addition, creativity consist personal factors, cognition and behavior
functioning aspects (Marrapodi, 2003). Creativity has two main parts: personal characteristic and
creative thinking process. Traits or character attribute towards one’s creativity. The traits or
personality includes imagination, openness, flexibility, confidence about own ideas ,curiosity,
objectivity, fluency, sensitiveness to sensory stimulus, sense of humor, intellectual playfulness,
willing to accept new ideas, indifference towards conformity, synthesizing skills and able to
work for intensively longer period of time (Davis, 2004).

On top of that, personal creativity should be fulfilled with three other significant
characteristics; domain-relevant skills, creative-relevant processes and intrinsic task motivation
(Woolfolk, 2008). Firstly, domain-relevant skills are related to skills and talent that are precious
for an individual to do the task. Secondly, creative-relevant processes are depended to the
relevant working habit and personality characteristics that are necessary for an individual to
perform in creative way. Thirdly, intrinsic task motivation is directed to fascination, curiosity in
deep way as well as passion a person has towards a particular task.

Creativity is also regarded as a process. In this regard, researchers also work on the
thinking processes that occur when individuals work on creative idea. One of the most common
views about creative thinking process is Wallach’s creative thinking stages (Torrance, 1968;
Wallach & Kogan, 1966).

www.mdegq.com Page 89 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

There are four stages in creative thinking process according to Woolfolk (2008); these
stages are preparation, incubation, illumination and verification. Torrance proposed the criteria to
assess creativity thinking; processes, these including originality, elaboration, fluency and
flexibility (Marrapodi, 2003).

Effect of pictures on creativity

Definitely there are many ways to discover student’s creative potential, including
through, the expressive arts, play art, movement, music, dance, language and drama (Cho &
Kim, 1999). Previously, creativity was supposed playing a main role only in arts and literature
field; but researchers have changed their assumption and realized that creativity is also important
in other areas. Lonely knowledge is not sufficient to face the challenges in the competitive
world; indeed, knowledge must come up with creativity (Daud, Omar, Turiman, & Osman,
2012).

According to Li (1996) there is a strong relationship between intelligence and symbolic

systems, he believed that intelligence is the using symbol systems accidentally which help person
to think and learn. Acknowledging individuals use wide range of symbolic systems as an aid in
language, music, gesture, mathematics and pictures fields (Sternberg, 1997) for better expression
and effected communication so based on Li assumption images effect on creativity.

The researchers found that the characteristics of textbooks have an impact on the motivation of
the students. Students enjoyed the books that were fun or fear (Edmunds & Bauserman, 2006).
They also prefer books with large pictures. Using pictures textbooks give a chance to new
readers to be conscious about variety of art styles, media which artists use and improving their
quality of judgment.

Some researchers have found that Picture’s textbook can motivate creativity (Kaufman,
Lee, Baer, & Lee, 2007). Nonetheless, visuals in textbooks are extremely efficient in particular
situation (Mayer, 2002). There are many discussions about role and efficiency of using visuals as
a facilitator of learning in educational systems. Moreover, some studies proved that images in
learning material are considered as attractive and cheerful factors of reading (Peeck, 1993) .

www.mdegq.com Page 90 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

Furthermore illustrations and images in textbooks can improve student's language and
literacy (Fang, 1996). In addition the mixture of text with images and art give students
opportunity to develop their imagination and curiosity (Tomlinson & Lynch-Brown, 1996).

Creative activities are not simple tasks. For doing these acts, individuals need
perseverance, persistence, and the ability to handle challenges that prevail when the student are
involved in the tasks and enjoy them. In relation to the textbooks, it is proven that characteristics
of the textbook affected students’ motivation and the opportunity for creativity (Edmunds &
Bauserman, 2006). It should be noted that the improvement of creativity among students depends
on the fact that the creativity differs between students greatly (Ruscio & Amabile, 1999). It is
inspirational for teachers and pupils to have teaching and learning materials which are
motivational and open to encouraging possibilities.

CONCLUSION

This study attempted to define importance of textbooks and the impact of their pictures
on student creativity. Textbooks are not the sole instrument for education and learning; they had
important presences in achieving the learning goals. Textbooks are the foundation of school
instruction and the main source of information for students and lecturers. Textbooks must be
authentic and exciting to be able to identify interested students. If textbooks do not contain these
issues, neither teachers nor students have enough strength and energy to work with these
textbooks. Evidently, images can influence the quality of the book. Frequently the unique and
creative interpretation of characters and setting in pictures can come up students very well.
Therefore, illustrations and words together are effective factor to foster impression on to the
children and students. Nevertheless, students need to have the motivation to undergo the learning
process. Motivation is deemed as a base of creative performance so in the classroom the source
of extrinsic motivation comes typically from the teachers and instructional materials. This
indicates students need to have experienced teachers and specially materials in this course
textbook. Accordingly, it is recommended that in process of producing textbooks, designer and
illustrators should be more careful about the effect of images on student’s motivation and
creativity.

www.mdegq.com Page 91 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

REFERENCES

Alias, M., Hadi, A., & Balkis, B. (2010). The relationship between creative and critical thinking
styles and academics achievements among post secondary vocational students. Paper
presented at the Seminar Kebangsaan Jawatakuasa Penyelarasan Pendidikan Hotel
Concorde, Shah Alam.

Aslan, C. (2010). An analysis of Turkish and French literature textbooks’ outer structure and
visual elements. Procedia-Social and Behavioral Sciences, 2(2), 880-889.

Aslan, C., & Polat, D. (2008). Content analysis on primary education Turkish course books from
the point of acquiring critical thinking skills. Issues on Education and Research-I, 147-
160.

Beck, I. L., & McKeown, M. G. (1991). Social Studies Texts Are Hard to Understand: Mediating
Some of the Difficulties (Research Directions). Language Arts, 68(6), 482-490.

Broudy, H. S. (1977). How Basic Is Aesthetic Education? or Is' Rt the Fourth R? Language Arts,
54(6), 631-637.

Cho, B.-K., & Kim, J. (1999). The Improvement of Children's Creativity: Through Korean
Picture Books. Childhood Education, 75(6), 337-341.

Chua, S. K. C. (2004). The convergence and divergence effects of globalization on Singapore’s

education system. Paper presented at the annual meeting of the Australian Association for
Research in Education, Melbourne, Australia.

Daud, A. M., Omar, J., Turiman, P., & Osman, K. (2012). Creativity in Science Education.
Procedia-Social and Behavioral Sciences, 59(2012), 467-474.

Davis, G. A. (2004). Objectives and Activities for Teaching Creative Thinking. Gifted Child
Quarterly, 1(17), 26-42.

Diamond, M. S. (2008). The Impact of Text-picture Relationships on Reader Recall and

Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks.
united states: ProQuest.

www.mdegq.com Page 92 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

Dimopoulos, K., Koulaidis, V., & Sklaveniti, S. (2003). Towards an analysis of visual images in
school science textbooks and press articles about science and technology. Research in
Science Education, 33(2), 189-216.

Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learn about reading motivation
through conversations with children. The Reading Teacher, 59(5), 414-424.

Fang, Z. (1996). Illustrations, text, and the child reader: what are pictures in children's
storybooks for? Reading Horizons, 37(2), 3.

Freeman, D. J., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics
instruction in elementary schools? American Educational Research Journal, 26(3), 403-
421.

Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using
visual images to improve comprehension for middle school struggling readers. The
Reading Teacher, 56(8), 758-770.

Iqbal, M. Z. (2009). Textbook Evaluation Through Quality Indicators: The Case of Pakistan.
Bulletin of Education & Research, 31(2), 27.

Ishaq, A., & Director, F. E. (2003). On the importance of creativity. Retrieved from www.
creativityportal/howto/creativity/features/2003/icaf. htm.

Kaufman, J. C., Lee, J., Baer, J., & Lee, S. (2007). Captions, consistency, creativity, and the
consensual assessment technique: New evidence of reliability. Thinking Skills and
Creativity, 2(2), 96-106.

Khutorskoi, A. V. (2006). The place of the textbook in the didactic system. Russian Education
and Society, 48(3), 93.

Lebrun, J., Lenoir, Y., Laforest, M., Larose, F., Roy, G. R., Spallanzani, C., & Pearson, M.
(2002). Past and current trends in the analysis of textbooks in a Quebec context.
Curriculum Inquiry, 32(1), 51-83.

www.mdegq.com Page 93 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

Li, R. (1996). A theory of conceptual intelligence: Thinking, learning, creativity, and giftedness.
Westport, CT: Praeger

Litz, D. R. (2005). Textbook evaluation and ELT management: A South Korean case study.
Asian EFL journal, 6(4), 12-20.

Lukianenko, L. (2007). Teaching EFL Classes in Dnu on the Basis of the Teaching Complex
"Upsteam Intermediate": Problems and Solutions. Dnipropetrovsk National University
Department of Education and Science of Ukraine.

Mahlaba, F. S. (2006). An evaluation of the Gauteng Department of Education instrument for

evaluating learning and teaching support materials (LTSM). (Master), University of
Johannesburg, South Africa.

Mahmood, K. (2011). Conformity to quality characteristics of textbooks: The illusion of

textbook evaluation in Pakistan. Journal of Research and Reflections in Education, 5(2),
170-190.

Marrapodi, J. (2003). Critical thinking and creativity: An overview and comparison of the
theories. Unpublished ED7590 Critical thinking and adult, Providence, RI.

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139.

Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook
design: Using annotated illustrations to foster meaningful learning of science text.
Educational Technology Research and Development, 43(1), 31-41.

Meurant, R. C. (2010). EFL/ESL textbook selection in Korea and East Asia-Relevant issues and
literature review: Springer.

Morris, W. (2006). Creativity: Its Place in Education. 2011, from

http://www.jpb.com/creative/Creativity_in_Education.pdf

Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world:
Foundation for Critical Thinking.

www.mdegq.com Page 94 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and
Instruction, 3(3), 227-238.

Richards, J. C. (1993). Beyond the text book: the role of commercial materials in language
teaching. RELC journal, 24(1), 1-14.

Ruscio, A. M., & Amabile, T. M. (1999). Effects of instructional style on problem-solving

creativity. Creativity research journal, 12(4), 251-266.

Saeed, M. (2009). Textbook Evaluation Through Quality Indicators: The Case of Pakistan.
Bulletin of Education & Research, 31(2), 27.

Schallert, D. L. (1980). The role of illustrations in reading comprehension. Theoretical issues in

reading comprehension, 503-524.

Sowat, W., & Saluna, N. (2013). Creating Success In Academic Writing: From Secondary To
Higher Education. from http://hdl.handle.net/1974/7918

Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong learning and success.
American psychologist, 52(10), 1030.

Sternberg, R. J. (2003). The development of creativity as a decision-making process. New York:

Oxford University Press.

Stoffels, N. T. (2005). Exploring teacher decision-making during complex curriculum change,

with specific reference to the use of learner support material. International Journal of
Educational Developmental psychology, 9(2), 147-157.

Swanepoel, S. (2010). The Assessment of the Quality of Science Education Textbooks:

Conceptual Framework and Instruments for Analysis. (Doctor of Education), University
of South Africa, South Africa.

Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. S. A.
(2013a). A Quantitative Inquiry into the Effects of Blended Learning on English
Language Learning: The Case of Malaysian Undergraduates. International Education
Studies, 6(6), 1.

www.mdegq.com Page 95 ISSN 2250 - 3048

 Multi Disciplinary Edu Global Quest (Quarterly), Volume4, Issue2#14, April 2015

Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. S. A.
(2013b). A Quantitative Inquiry into the Effects of Blended Learning on English
Language Learning: The Case of Malaysian Undergraduates. International Education
Studies, 6(6), p1.

Tomlinson, C. M., & Lynch-Brown, C. (1996). Essentials of children's literature: Allyn and
Bacon Boston.

Torrance, E. P. (1968). Torrance tests of creative thinking. American: Personnel Press,

Incorporated.

Wallach, M. A., & Kogan, N. (1966). Modes of thinking in young children: A study of the
creativity-intelligence distinction. American Educational Research Journal, 3(4), 305-
309.

Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251-255.

Woolfolk. (2008). Philosophy and psychotherapy. Journal of Psychotherapy Integration, 18(1),

25.

Woolfolk, R. L., & Richardson, F. C. (2008). Philosophy and psychotherapy. Journal of

Psychotherapy Integration, 18(1), 25.

www.mdegq.com Page 96 ISSN 2250 - 3048

View publication stats