“Possibilities and Probabilities in Higher Education of Asia”
ISBN 978-623-91211-3-6
A STUDY OF CREATIVITY AMONG COLLEGE STUDENTS
76 ISBN 978-623-91211-3-6
Such a child is strong-willed, industrious and courageous.He/she is always eager to start any task by himself/herself. In each case his/her opinions are entirely different from those of other child.
Expansion: - Creative child can exaggerate any matter or event. His/her vocabulary is 4. very rich and has interesting way of expressing ideas.
Review of Literature
Menon (1980) conducted a creative study on some higher secondary school students, drawn from some English Medium Schools. He found that creativity can only standardized through the medium of language. It can also be connected with mind and achievement.
Biswas, P. and Shukla B. (1991) did research work on need, achievement and eagerness of self-expression with regard to creativity. The purpose of this research was – to determine the nature and extreme limit of creativity and self-expression for diverse classes. For this research 200 118 rural students (100 boys and 100 girls) of 9th class were taken from Agra district as sample. The research concluded that- creativity was related to self-expression.
And creativity was also related to need of achievement and eagerness. There were significant differences between Student of Rural and Urban section based on the point of creativity, self-expression and eagerness. And even boys and girls were different on the basis of above points.
Krishna Kumari Gupta (1988) has done a research work on ‘Creative development of secondary school children in terms of gender and intelligence in rural and urban environment’.
The objective of this research was- To study the creative development of boys and girls of secondary school on the basis of age and education in the following references- To learn about prevalence of creativity of boys and girls. To estimate difference of gender in development of creativity. To find regional (urban and rural) differences in creative development samples of boys and girls. To find development of creativity and intelligence at various levels in boys and girls from urban and rural areas. Further to carry out this research study 2000 urban and rural students between the ages of 11-15 years studying in government aided secondary school of Aligarh district were taken as sample. The research study concluded that- Creative development in terms of urban and rural boys and girls, development in boys from 11 years till 13 years of age and in girls till 14 years of age is at great intensity. However after 15 years it drops gradually. Typically, creativity increases at the age of 11 years 119 and increases till the class. After this stage, decline is seen in creativity. In fact the development of creativity is at its peak at the age of 13-14 years. Normally, creative development among girls is quite better than boys at the age of 13-14 years in both rural and urban areas. The prevalence of creative development is not linear in boys and girls. Urban students are superior to rural students in creativity development, especially among the age group of 11-15 years. Low positive correlation exists in intelligence and creativity of boys and girls in secondary school of urban and rural areas.
According to Reid and Petocz (2004) creativity can be viewed in different ways in different disciplines: in education it is called “innovation”; in business “entrepreneurship”; in mathematics it is sometimes equated with “problem-solving”, and in music it is “performance or composition”. A creative product in different domains is measured against the norms of
that domain, its own rules, approaches and conceptions of creativity.
Objectives
To study and compare creativity between Guajarati medium and English medium college 1. students.
To study and compare creativity between male and female college students.
2.
To study and compare creativity between highly adjusted and low adjusted of college 3. students.
To study interaction effect between medium of instruction and gender of college students 4. with regard to creativity.
To study the interaction effect between medium of instruction and level of adjustment of 5. college students with regard to creativity.
To study the interaction effect between gender and level of adjustment of college students 6. with regard to creativity.
To study the interaction effect among medium of instruction, gender and level of 7. adjustment of college students with regard to creativity.
Hypothesis
There will be no significant difference between Guajarati medium and English medium 1. college students with regard to creativity.
There will be no significant difference between male and femalecollege students with 2. regard to creativity.
There will be no significant difference between highly adjusted and low adjusted of 3. college students with regard to creativity.
There will be no significant interaction effect between medium of instruction and gender 4. of college students with regard to creativity.
There will be no significant interaction effect between medium of instruction and level 5. of adjustment of college students with regard to creativity.
There will be no significant interaction effect between gender and level of adjustment of 6. college students with regard to creativity.
There will be no significant interaction effect among medium of instruction, gender and 7. level of adjustment of college students with regard to creativity.
Sample
For the present research sample was taken Purposive sampling from the Ahmedabad District.
The total sample was categorized as under.
78 ISBN 978-623-91211-3-6
Level of Adjustment Guajarati medium
Students English medium
Students Total
Male Female Male Female
Highly Adjusted 40 40 40 40 160
Low Adjusted 40 40 40 40 160
Total 80 80 80 80 320
Variables:
In present research medium of instruction, gender and level of adjustment were considered as Independent variables and Scores of creativity was considered as Dependent variable.
Tool:
1. Creativity test by Dr. Roma Pal, 1986 2. Self constructed adjustment scale
Reliability of the test
The Test-retest Reliability and split half reliability have been obtained for the creativity factors as the total creativity.
Showing Test-retest Reliabilities of Creativity components and the total creativity scores (N = 100 and 15 days interval).
Fluency Flexibility Originality Total Creativity
.961 .879 .792 .939
Fluency Flexibility Originality Total Creativity
.961 .938 .912 .948
Validity of the test
For the validity coefficient of this test, the factor-validity and validity coefficients against the teacher rating have been calculated. For the factor validity, the Correlation Coefficient between the components of creativity and the total creativity scores have been calculated which are given below: A. For the Urban Sample (N=200)
Factor Fluency Flexibility Originality Total Creativity
Fluency -
Flexibility .892 -
Originality .698 .710 -
Total Creativity .938 .948 .879
Procedure
After establishing the rapport with selected college students, creativity test administered in small manageable group of students. After completion of data collection scoring was done by scoring key of creativity test.
Statistical Analysis:
To find out main and interaction effect of three independent variable such as medium of instruction, gender and level of adjustment on scores of creativity three way Analysis of Variance was used.
Results and Discussion Table No: 1
Showing Results of ANOVA on Creativity of Various Groups of college students Source of
Variation Sum of
Square df Mean sum of
Square F Level of
Significant
Ass 42688.80 1 42688.80 74.27 0.01
Bss 340.31 1 340.31 0.49 NS
Css 423.20 1 423.20 0.74 NS
AxB 45814.05 1 45814.05 10.12 0.01
AxC 6975.11 1 6975.11 12.14 0.01
BxC 180.00 1 180.00 0.31 NS
AxBxC 316.01 1 316.01 0.55 NS
Tss 2360664.49 319
Table No: 2
Showing Mean Scores of Creativity of Variable-A (Medium of instruction) of college students
A1 A2
Mean 100.18 73.33
N 160 160
F ratio of creativity among college students (Ass) is 74.27 whichis significant at 0.01 level.
It means English and Guajarati medium college students differ significantly on creativity.
Same as table No.2 shows the mean scores of English medium college students is 100.18 and the means score of Guajarati medium college student is 73.33 on creativity. It clearly indicates that significant difference exists between English and Guajarati medium college students on creativity. English medium college students have more creative than Guajarati medium collage students.
80 ISBN 978-623-91211-3-6
Table No: 3
Showing Mean Scores of Creativity of Variable-B (Gender) of college students
B1 B2
Mean 87.6 89.66
N 160 160
F ratio of creativity among college students (Bss) is 0.49 which is not significant. It means male and female college students do not differ significantly on creativity. Same as table No.3 shows the mean scores of male college students is 87.6 and the means score of female college student is 89.66 on creativity. It clearly indicates that significant difference does not exists between male and female college students on creativity.
Table No: 4
Showing Mean Scores of Creativity of Variable-C (Level of Adjustment) of college students
C1 C2
Mean 89.78 87.48
N 160 160
F ratio of creativity among college students (Bss) is 0.74 which is not significant. It means students of highly adjusted and low adjusted do not differ significantly on creativity. Same as table No.4 shows the mean scores of highly adjusted college students is 89.78 and the means score of low adjusted college student is 87.48 on creativity. It clearly indicates that significant difference does not exist between students of highly adjusted and students of low adjusted on creativity.
Table No: 5
Showing Means Scores of Creativity of Variable-AxB (Medium of instruction x Gender) of college students
A1 A2
B1 Mean 94.89 80.33
N 80 80
B2 Mean 105.48 73.85
N 80 80
F ratio of creativity among college students (AxB) is 10.12 which his significant at 0.01 level. It means medium of instruction and gender of college students differ significantly on creativity. Same as table No.5 shows the mean scores of male college students of English medium college students is 94.89, female college students of English medium is 105.48, means score of male students of Guajarati medium is 80.33 and mean score of female students of Guajarati medium is 73.85 on creativity. It clearly indicates that significant interaction effect exists between medium of instruction and gender of college students on creativity.
Female college students of English medium have more creative than remaining groups of college students.
Table No: 6
Showing Means Scores of Creativity of Variable-AxC (Medium of instruction x Level of Adjustment) of college students
A1 A2
C1 Mean 106.00 73.56
N 80 80
C2 Mean 94.36 80.60
N 80 80
F ratio of creativity among college students (AxC) is 12.14 which is significant at 0.01 level. It means medium of instruction and level of adjustment of college students differ significantly on creativity. Same as table No.6 shows the mean scores of highly adjusted of English medium college students is 106.00, low adjusted of English medium college students is 94.36, means score of highly adjusted of Guajarati medium college students is 73.56 and mean score of low adjusted of Guajarati medium college studentsis 80.60 on creativity. It clearly indicates that significant interaction effect exists between medium of instruction and level of adjustment of college students on creativity. Highly adjusted of English medium college students have more creative than remaining groups of college students.
Table No: 7
Showing Means Scores of Creativity of Variable-BxC (Gender x Level of Adjustment) of college students
A1 A2
C1 Mean 89.5 86.51
N 80 80
C2 Mean 85.7 82.23
N 80 80
F ratio of creativity among college students (BxC) is 0.31which is not significant. It means medium of gender and level of adjustment of college students differ significantly on creativity.
Same as table No.7 shows the mean scores of highly adjusted of English medium college students is 106.00, low adjusted of English medium college students is 94.36, means score of highly adjusted of Guajarati medium college students is 73.56 and mean score of low adjusted of Guajarati medium college students is 80.60 on creativity. It clearly indicates that significant interaction effect does not exists between gender and level of adjustment of college students on creativity.
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Table No: 8
Showing Means Scores ofCreativity of Variable- Ax B x C (Medium of instruction x Gender x Level of Adjustment) of various group of college students
A1 A2
B1 B2 B1 B2
C1 Mean 102.45 109.55 76.55 70.76
N 40 40 40 40
C2 Mean 87.33 101.4 84.08 77.13
N 40 40 40 40
F ratio of creativity among college students (AxBxC) is 0.55 which is not significant. It means medium of instruction, gender and level of adjustment of college students differ do not differ significantly on creativity. Same as table No.8 shows the mean scores of highly adjustment of English medium male college students is 102.45, low adjusted of English medium male college students is 87.33, highly adjusted of English medium female college students is 109.55, low adjusted of English medium female college students is 101.4, highly adjusted of Guajarati medium male college students is 76.55, low adjusted of Guajarati medium male college students is 84.08, highly adjusted of Guajarati medium female college students is 70.76 and low adjusted of Guajarati medium female college students is 77.13. It clearly indicates that significant interaction effect does not exists among medium of instruction, gender and level of adjustment of college students on creativity.
Conclusions
Significant difference exists between English and Guajarati medium college students on 1. creativity. English medium college students have more creative than Guajarati medium
collage students.
Significant difference does not exist between male and female college students on 2. creativity.
Significant difference does not exist between students of highly adjusted and students of 3. low adjusted on creativity.
Significant interaction effect exists between medium of instruction and gender of college 4. students on creativity. Female college students of English medium have more creative
than remaining groups of college students.
Significant interaction effect exists between medium of instruction and level of adjustment 5. of college students on creativity. Highly adjusted of English medium college students
have more creative than remaining groups of college students.
Significant interaction effect does not exist between gender and level of adjustment of 6. college students on creativity.
Significant interaction effect does not exist among medium of instruction,gender and 7. level of adjustment of college students on creativity.
References
Menon (1980). A study of creativity in English Language at Higher Secondary Level in some English Medium School, Unpublished Ph.D. (Edu.) Thesis, Mehaliya University.
Biswas, P. and Shukla B. (1991). Reactions to frustration of creative and non creative school going adolescents, Indian Education review, Vol., 26 (1).
Kumari, Krishna; Gupta (1988).. Creative Abilities of tribal Children in Relation to Their Sex and Socio-Economic Status, Journal of the Institute of Educational Research, Vol. 9, No.4, pp. 1-4.
Peter Petocz (2004). Learning Domains and the Process of Creativity. Australian Educational Researcher 31(2).
“Possibilities and Probabilities in Higher Education of Asia”
ISBN 978-623-91211-3-6
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