Practicing Creative Thinking and Its Relation to Academic Achievement (original) (raw)
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Relationship of Creative Thinking with the Academic
The major purpose of the present study was to explore the relationship between Creative Thinking and Academic Achievements of Secondary School Students. The study was conducted using survey design method. A total number of 256 students participated in the study. Participants were selected using random table. Torrance Tests of Creative Thinking [TTCT] was used to measure creative potential of participants on four elements. Pearson Correlation and one-way ANOVA were used to verify hypothesis. Results revealed a statistically significant relationship between i) creative thinking and students' academic achievements on different aspects of test of creative thinking, ii) creative thinking and academic achievements. However, the relationship could be altered when different level of academic achievement is examined and when creative thinking measure employed. The study has considerable implications for education as a whole.
Relationship of Creative Thinking with the Academic Achievements of Secondary School Students
The major purpose of the present study was to explore the relationship between Creative Thinking and Academic Achievements of Secondary School Students. The study was conducted using survey design method. A total number of 256 students participated in the study. Participants were selected using random table. Torrance Tests of Creative Thinking [TTCT] was used to measure creative potential of participants on four elements. Pearson Correlation and one-way ANOVA were used to verify hypothesis. Results revealed a statistically significant relationship between i) creative thinking and students' academic achievements on different aspects of test of creative thinking, ii) creative thinking and academic achievements. However, the relationship could be altered when different level of academic achievement is examined and when creative thinking measure employed. The study has considerable implications for education as a whole.
The role of creative minds (creativity) in the process of academic achievement
Iranian Journal of Positive Psychology, 2018
This research examines the role of creative mind (creativity) in the process of academic achievement of fifth grade female students. The statistical population of the study consisted of all female elementary school students in the district 1 of Bandar Abbas (Iran). The results of this study indicate that according to (R 2 = 0.283) and (β = 0.532), and with regard to the significant level (P <0.01), it can be said that having creative minds has a significant effect on academic achievement (t = 11.27). One of the distinguishing features of human thinking is creativity, so efforts must be made to flourish this privilege. With the arrival of children in adolescence and high school, and due to the presence of an exam in Iran, people will be more effort and students may suffer from academic and personality problems, which can have adverse effects in having creative thinking.
Perspectives of Science & Education, 2023
Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions: Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.
The present study was an attempt to find out the difference in creative thinking abilities of senior secondary school students in relation to their intelligence. A number of 150 male and female respondents were taken as a sample on the basis of random sampling method. Standardized questionnaires – Creative Thinking Abilities by Mehdi (1985) and Intelligence Test by Jalota (1976) were used for the collection of the data. ‘t’ test was used to see the significant difference. The findings of the study reveal that (i) It was found that superior intelligent students and low intelligent students differ significantly on fluency superior intelligent students are higher fluency than the low intelligent students. Similarly, superior intelligent students and low intelligent students differ significantly on flexibility too. However, there is no significant difference found between superior intelligent students and low intelligent students regarding originality and creativity. It shows that originality and creativity are equally distributed between superior intelligent students and low intelligent students (ii) It was found that there is no significant difference between Average intelligent students and low intelligence students regarding all dimensions of creativity. It shows that all dimensions of creativity are equally distributed between Average intelligent students and low intelligent students; (iii) It was found that there is a significant difference between superior intelligent students regarding flexibility and creativity. It shows that superior intelligent students having more flexibility than Average intelligent students.
Cihan University-Erbil Scientific Journal, 2018
This research is set to study the relationship between creative thinking and brainstorming and their impact on the students' thinking. Education and teaching are great tasks; therefore, the study will clarify the importance of those tasks in students' lives. Also to study the impact of creative teaching on stimulating or activating the creative thinking of the students. During the research, many terms will be illustrated such as terms of creative thinking, perception, brainstorming, and creative teaching. For improving the study hypothesis, the research had took the students of Interior Design in Cihan University / Erbil as a case study. By using the method of questionnaire form (20 forms), each form includes 20 questions that distributed on a random sample of the 3 rd-year students. The research had concluded that the creative thinking has an impact on the students and affects the final production. In addition, the brainstorming has an impact on the students and affects the final production. Moreover, the creative teaching has an important role on the creative thinking and the brainstorming of the students. Finally, it presented samples of students' final projects in design that confirm the creativity of the students resulting from creative teaching.
IAU International Journal of Social Sciences, 2013
The aim of this research was to compare the influence of the use of Information Technology (IT) on creative thinking of students of computer (software branch) and education (primary school education) in Islamic Azad University of Zanjan. The population included all the male and female students of software engineering and primary school education during the semester of 90-91, amounting to 100 participants. The instrumentation was the test of creative thinking TORRANCE (pictorial form A) and analyzing the data was done with use of descriptive and inferential statistics (T-test) of the independent groups. The result of the research showed a significant difference between the means of software engineering students and that of primary school education regarding the creativity and quad factors of (expansion- fluency- flexibility- innovation). In addition, the results also showed that the use of IT can increase the creativity of students and accordingly, a good opportunity for increasing t...
IJMRAP, 2023
Thinking creatively is one of the 21st-century skills a person must have in finding and developing self-generated ideas. This research aims to describe the creative thinking abilities of class IV students in science and science lessons at SDIT Ash Shiddiiqi, Jambi City, based on originality, fluency, flexibility and elaboration indicators. The approach used in this research is quantitative, with the sampling technique being total sampling. The research results show that, on average, students' creative thinking abilities are quite good. The analysis results for each aspect stated that the average student's thinking ability in the original aspect obtained a score of 55.3% and was classified as quite good. The fluency aspect has an average overall score of 60.4% in the good category. The flexibility aspect has a value of 55.9% in the quite good category. The elaboration aspect has a value of 54.3% and is in the quite good category. This research shows that systematic steps are still needed to optimize students' creative thinking abilities in every aspect.
2010
The current study sought to investigate the relationship between psychological traits: intrinsic motivation (IM), curiosity (CU), and self-image (SI), and creative thinking abilities: fluency and originality as stated in the Torrance test of creative thinking (TTCT) and two abilities of creative production on problem-solving test: novelty and appropriateness. Kajian yang dijalankan kini lebih tertumpu kepada kajian sama ada trait psikologi terpilih ( motivasi intrinsik, sifat ingin tahu dan imej kendiri ) berkaitan dengan keupayaan pemikiran kreatif kreatif (fluency dan originality) seperti yang terdapat dalam ujian pemikiran kreatif Torrance (TTCT) dan dua keupayaan menyelesaikan masalah (novelty dan appropriateness).
Journal of Education and Practice, 2018
This study aimed at finding out the degree of possessing the skills of developing creative thinking by faculty members at the (MEU) from students’ point of view. The sample consisted of (162) students who drawn randomly from the population, for the academic year 2016/2017. A questionnaire was developed to collect data. Its validity and reliability were assured. The findings were as the following: (1) The mean of possessing flexibility skills by faculty members was (3.99) with a standard deviation of (0.68) from students’ point of view, and in a high degree, (2) The mean of possessing fluency skills by faculty members was (3.13) with a standard deviation of (0.96) from students’ point of view, and in a medium degree, (3) The mean of possessing originality skills by faculty members was (2.75) with a standard deviation of (1.02) from students’ point of view, and in a medium degree.In light of the findings, the researchers recommended the following: Organizing in-service training course...