| Page | Table List | |---|---| | 187 | Table (1): Means, standard deviations, and t-values for the scores of the experimental and control groups in innovative thinking before program implementation. | | 187 | Table (2): Means, standard deviations, and t-values for the scores of the experimental and control groups in IQ before program implementation. | | 188 | Table (3): Statement of the number and gender of children in the experimental and control groups of the study sample. | | 209 | Table (4): Significance of the differences between the mean scores of the experimental and control groups in terms of the total score of innovative thinking after program implementation. | | 210 | Table (5): Means and standard deviations of the total score of innovative thinking for both the experimental and control groups after program implementation. | | 210 | Table (6): Significance of the differences between the mean scores of the experimental and control groups after program implementation in terms of the fluency dimension. | | 211 | Table (7): Means and standard deviations of the fluency dimension for both the experimental and control groups after program implementation. | | 211 | Table (8): Significance of the differences between the mean scores of the experimental and control groups after program implementation in terms of the originality dimension. | | 212 | Table (9): Means and standard deviations of the originality dimension for both the experimental and control groups, after program implementation. | | 213 | Table (10): Significance of the differences between the mean scores of the experimental and control groups after program implementation in terms of the imagination dimension. | | 214 | Table (11): Means and standard deviations of the imagination dimension for both the experimental and control groups after program implementation. | | 215 | Table (12): Significance of the differences between the mean scores of the control and experimental groups in terms of the total score of innovative thinking after the follow-up period. | | 215 | Table (13): Means and standard deviations of the total score of innovative thinking for both the experimental and control groups after the follow-up period. | | 216 | Table (14): Significance of the differences between the mean scores of the control and experimental groups after the follow-up period in terms of the fluency dimension. |