The objectives of the study were: (1) To select the segment of physics for the experimental treatment and the package of software for teaching at the specified level. (2) To study the effectiveness of the computer application as compared to conventional teaching regarding general creativity, its components and scientific creativity. (3) To study the effect of intelligence, attitude and SES on general creativity, its components and scientific creativity. (4) To study the second order and higher order interactions among the factors under study. 

The hypothesis of the study were: (1) Computer Assisted Instruction (CIA) and conventional teaching method (CTM) yield different mean scores on the scale of creativity. (2) High and low intelligence groups attain different level of mean scores on each scale of creativity. (3) High positive and low positive attitudes produce different levels of mean scores on each scale of creativity. (4) Upper and lower levels of SES groups attain different levels of mean score on each scale of creativity. (5) The difference of the performance on each scale of creativity is affected by the interactional effect of teaching method and intelligence level. (6) The differences in the performance on each scale of creativity through CAI and CTM are affected by levels of attitude. (7) The differences in the performance on each scale of creativity through CAI and CTM are affected by levels of SES. (8) The performance scores on each scale of creativity attained by the two intelligence groups are affected by their attitude levels. (9) Intelligence and SES interact in respect of their performance on each scale of creativity. (10) Attitude and SES interact in respect of their performance on each scale of creativity. (11) Variable treatment, intelligence and attitude interact in respect of their performance on each scale of creativity. (12) Variable treatment, intelligence and SES interact in respect of their performance on each scale of creativity. (13) Variable treatment, attitude and SES interact in respect of their performance on each scale of creativity. (14) Variable intelligence, attitude and SES interact in respect of their performance on each scale of creativity. (15) Variable treatment, intelligence, attitude and SES interact in respect of their performance on each scale of creativity.

The sample consisted of randomly selected 184 students of Class X from ten High Schools of Esfahan, Iran.

Raven’s Progressive Matrices, Scale of Attitude towards Media by Deepa Sikand, Scientific Creativity Test by Majumdar, CAI Package by Burean of Education Technology, SES Scale and Lesson Plans developed by researcher were used for Data collection.

The 2×2×2×2 Factorial Design was used. There were two groups, one was taught through Computer Assisted Instruction (CAI) and the other taught through Conventional Teaching Method (CTM). The duration of treatment was six days.

The data were analyzed using Mean, SD and ANOVA technique.

The findings of the study were: (1) For high intelligent group of lower SES strata with increasing positive attitude, the experimental group showed a very high order of increase in their figural creativity scores as compared to the control group. (2) For high intelligent group of upper SES strata with increase in attitude levels corresponding with increase of mean score of figural creativity of experimental group and rapid decrease in case of control group. (3) For low intelligent group of lower SES strata, the increase in levels of attitude correspond with rapid increase in figural creativity test scores in case of experimental group and no increase in the case of control group. (4) For low intelligent group of upper SES strata with rise in attitude scores, there was more rise in figural creativity scores in case of control group than experimental group. (5) The interaction between treatment and attitude was almost similar in high and low intelligence groups of upper SES strata. High intelligence group was benefited more through experimental treatment and low intelligent group by conventional method with favourable attitude. (6) In case of high intelligence students coming from lower SES strata, the means of total verbal creativity increased with increasing levels of attitude almost in a parallel way for treatment and control groups. (7) In case of high intelligent students coming from upper SES strata, the means of total verbal creativity declined with increase in attitude score both for treatment and conventional teaching group with a difference that decline was more rapid for conventional than for treatment. (8) In case of low intelligent students coming from lower SES strata, the means of total verbal creativity decreased for conventional group and increased for treatment group with increasing levels of attitude. (9) In case of low intelligent students coming from upper SES strata, the means of total verbal creativity did not deviate much for treatment group with increasing levels of attitude. (10) In case of high intelligent students coming from lower SES strata, the means of general creativity scores increased more rapidly for experimental group as compared to the control group with increasing attitude levels. (11) In case of high intelligent students coming from upper SES strata, the means of general creativity scores increased gradually for experimental group and decreased sharply from top to bottom for control group both with increasing attitude levels. (12) In case of low intelligent students coming from lower SES strata, the means of general creativity scores increased for experimental treatment and decreased for control group uniformly with increasing attitude scores. (13) In case of low intelligent students coming from upper SES strata, the means of general creativity scores did not change for experimental group but increased markedly for control group with increasing levels of attitude. (14) In case of high intelligent students coming from lower SES strata, the means of scientific creativity scores increased sharply for experimental group but remained unchanged for control group with increasing levels of attitude. (15) In case of high intelligent students coming from upper SES strata, the means of scientific creativity scores increased sharply for control group, but showed a slight decrease for experimental group with increasing levels of attitude. (16) In case of low intelligent students coming from lower SES strata, the means of scientific creativity increased in a parallel way for experimental as well as control group with increasing levels of attitude. (17) In case of low intelligent students coming from upper SES strata, the means of scientific creativity showed a slight increase for experimental group and rapid fall for control group with increase in attitude levels.