Faculty of Cognitive Sciences and Human Development

CREATIVE THINKING ABILITY OF PRIMARY SCHOOL

C IIlLDREN IN KUCHTNG, SAR WAK

' i ti la ' iah Bt 'ved 'vtustara

1.B Bachelor of cicncc ",ilh I! Ql\ou [S1537

5623 (Cognirive Science) 2011 201 1

--------------------------------------

P.KHIDMAT MAKlUMAT AKAOEMIK

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BORANG PENGESAHAN STATUS TESIS Gred:

SES I PENGAJIAN -.2~IG I ~oll

Saya !:l,TI <A~/IlIj er ~~fO M~5TI\I'A

(HURUF BESAR)

mengaku membenarkan lesis • in; disimpan di Pusat Khidrnal Maklumal Akadernik, Uni vers it i Malaysia Sarawak dengan syaral-syaral kegunaa ll seperli beriku t:

I. Tesis adalah hakmilik Uni vcrsi ti Malaysia Sarawa k. 2. Pusal Kh idrnat Mak lumat Akadernik , Uni versili Malays ia Sarawak dibenarka n

membuat sa linan untuk tujuan pengaJian sahaja . 3. Pusa l. Khidmal Mak lurnal Akadernik , Univers ili Ma laysia Sarawak dibenarkan

membual pendigilan unluk membangunkan Pangka la n Dala Kandu ngan Tempalan. 4. Pusal Khidmal Maklu rnat Akademik, Universiti Ma laysia Sarawak dibenarkan

membual sa linan tesis ini scbagai bahan pertukara n antara inslitusi pengajian tinggi .

•• s ila landnkan ( '>I )

D (Mengandungi ruaklumal yang berdarjah keselarna lan alau SULlT kepenlingan seperti lermaktub di dalam AKTA RAHSIA RASMT 1972)

(Mengandungi maklum al Terhad yang lelah ditenlukan olel1~ERHAD organisasi/bada n di mana penyelidi kan diJ alankan)

D TIDAK TEREAD

sen ZAK IAH 8T SYED MUSTAFA

Alama! Telap: No 3 Jol<ln r.""umou 3A /B

I mikh : 25 Mo; .0 II Tarikh: _ _ _ ___ ______

(aman: .. Tesis dimaksudkan sebagai lesis bagi IjJlal, Doklor Fa lsafall, Sarjana dJn Sariana Muda "Jlka lesis ini SULIT a[au TE RHAD, sila lampirkan sural d."Hil).I cia I)ihak b er~uas a/organi.'ia.'ii berkenaan dengan

menYJ{Jk.l1l seka li sebab dan [empoh [esis illi perlu dikelaskan sebJlpi TERHAD.

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CREATIVE THINKING ABILITY OF PRIMARY SCHOOL CHILDREN IN KUCHING, SARAWAK

SIT! ZAKlAH BT SYED MUSTAFA

This project is submitted in pal1ia l fulfilment of the requirements for a Bachelo r of Science with Honours

(Cognitive Science)

Facult y o f Cognitive Sciences and Hu man Deve lo pment UNIVERSITI MALAYSIA SA RAWAK

(20 I I)

The project entitled 'Creative Thinking Abi lity of Primary School Children in Kuching, Sarawak' was prepared by Siti Zakiah bl Syed Mus/a/a and submitted to the Facu lt y of Cognitive Sciences and Human Development in partial fulfIllment of the requirements fo r a Bachelor of Science with Honours (Cognitive Science)

Received for exa mination by:

'J/r lqlirL-----c---Dr. oraziJa Abd Aziz

Date:

Gred

ACKNOWLEDGEMENTS

This study would not have been possible without the assistance, guidance, and suppo11 from severa l individuals and for that, [ would like to express my gratitude to all those.

Foremost, the God for the aid, strength and guidance through out my life.

Dr. Norazila Abd Aziz, my supervisor, for her direction, encouragement and ad vice in the completion of thi s research.

All lecturers and staff for the consultation and cooperation given when needed.

Thc officers in the Ed ucation Planning and Research Development , the Ministry of Education and the Training Unit of Sarawak Education Department for the approvals to conduct this study.

The headmasters of six primary schools in Kuching, Sarawak for the cooperation and assistance through o ut the data collection process, all teachers and Primary I and 5 chi ldren for the part icipation and warm welcome.

All my friend s es pecially Samihah bt Dollah, Nurul Amira bt Yaacob, Nur farahcen bt Nas ir and Qurratu' Aini Ramizah bt Selli who have genero us ly suppo11ed in completing the data co llection and analys is stages.

Last bu t no t least, my father , Syed Mustafa b Syed Bashu, my mother, Kathija

Jamal Mohamed , my siblings and other fami ly members for the supports through

out this study.

TABLE OF CONTENTS

Page

Acknow ledgements Table 0 f Content s 11

List o f Tables V

List 0 f Figures Vlll

Abstract IX

Abslrak X

CHAPTER 1 - INTRODUCTION

1.0 Introduction 1. I Background of Study 4 1.2 Problem Statement 5 1.3 Objectives o f Study

1. 3. 1 General Objective 7 1. 3.2 Specific Objectives 7

14 Research Quest ions 7 1.5 Conceptual Framewo rk 8 1.6 Definitio ns of Terms/Co ncept

1. 6. 1 Creativ it y 8 1.6.2 Creative Thinking 8 1 6.3 Creative ThLnking Ability 9 1 64 2l S' CenturySkills 9 1.6.5 Torrance Test of Creative Thinking (TTCT) 9 1.6.6 Creativity Index (CI) 10 1.6.7 Creati ve Strengths 10

1. 7 Significance of Study 10 1.8 Limitation of St ud y 10 1.9 Summary II

CHAPT ER 2 - LITERATURE REVIEW

2.0 Overview 12 2. 1 Creativity 12 2.2 Creative T hLnking 14 2.3 Divergent and Co nv ergent Thinking 15

2.3. I Divergent Thinking 15 2.3.2 Con vergent T hinking 17

24 Model o f Creative Thinking Test 2.4.1 TO ITance Test of Creative Thinking 18 24.2 Abbreviat ed TOlTance Test for Ad ults n 24.3 Test of Creative Thinking - Drawing 23

Product io n

II

2.4.4 Creative Assessment Packet: Exercise in 26 Divergent Thinking

2.5 Impo rtance of creat ive Thinking 27 2.6 Major Obstacles to Creative Thinking 29 2 .7 Creative and Critical Thinking 30 2.8 Cross-cultural and C rea tive Thinking 31 2.9 Gender and Creative Thinking 32 2.10 Schoo ling Level and Creat ive Thinking 35 2.1 1 Drawing and Children 36 2.12 Summary 37

CHAPTER 3 - METHODOLOGY

3.0 Intro duction 38 3.1 Research Design 38 3.2 Research Framework 39 3.3 Sampling Procedure 40 3.4 Ins trument 41 3.5 Re liability and Validit y 42 3.6 Data Collection Procedure

3.6. 1 Getting Approval Procedure 42 3,6,2 Conducting T est Procedure 43

3.7 Data Analysis Procedure 43 3,7, I Creative Thinking Ability

3.7, l.l F luency 44 3.7,1.2 Originality 44 3.7.l.3 Elaboration 45 3.7.1.4 Res istance to Premature Closure 46 3.7. 1. 5 Abstractness of Titles 47

3,7,2 Creative Strengths 49 3,7,3 Creativity Ind ex 50

3.8 Summary 53

CHAPTER 4 - FINDINGS AND DISCUSSION

4.0 Int roduct io n 54 4.1 Demographic Info nna tion 54 4,2 Reliabilit y of the Tes t 55 4,3 Result s 55

4 ,3, I Average Creat ivil y Index 56 4 ,3,2 Creativity Index by Location 57 4 ,3.3 Creativity Index by Gender 58 4.3.4 Creativity Index by Schooling Level 59 4 .3.5 nCT Compo nents 59

4 ,3.5, I Fluency 60 4,3,5.2 Origina lit y 62

'"

4.3.5.3 Elabo ration 66 4.3.5.4 Resistance to Premature Closure 68 4.3.5.5 Abstractness 0 fTit Jcs 72

4.5 Discuss ion 74 4.6 Summary of Research Questio ns 79 4.7 Summary 80

CHAPTER 5 - SUMMARY, RECOMMENDATION & CONCLUSION

5.0 I ntrod uction 81 5.1 Summary 81 5.2 Recommendations 85 5.3 Implications 86 5.4 Conclusion 87 5.5 Summary 88

REFERENCES 89 APfENDIXES 94

,v

LIST OF TABLES

Table 2.1 Factors of Creative Thinking in TOiTanCe Test of Creative Thinking 19

Table 2.2 Crea:ive Strengths 20

Table 2.3 Criterion-referenced creativity Indicators A

Table 2.4 l\omHeJerenced Group by A TTA

Table 2.5 Factors of Creative Thinking in Test of Creative Thinking .... Drawing Production

Table 2.6 Factors of ('r.00,i"",

ill Divergent in Creative As:,essment Packet: Exercise

Table 3.1 Distribution of sample 40

Table 3.2 Activities in TTrT 41

Table 3.3 Instructions for Conductmg Test [Appendix 1J 101

Table 3.4 Scoring Guideline for Resistance to Premature Closure 46

Table 3.5 Scoring Guidehne for Abstractness of Titles 48

Table 3.6 Summary jell Data Collection Instrument and Analysis Method 51

Table 3.7 "ionn-rderenced Group by Abbreviated Torrance for Adults

Table 4.1 Distribution of Participants by Location, Gender and Schoolmg Level

Table 4.2 Average oferea!ivi!y [ndex of Participants

Table 4.3 Norm referenced Group (ATTA)

Abbreviated Torrance Test lor Adults

Table 4.4 Differences OfCre(ltlvity lndex School Locmions 57

Table 4.5 Differences ofCreati,ily Index by Gender 58

Table 4.6 Differences of Creativity lndex by Schooling Ln"", 59

Table 4.7 Differences of Fluency Factor by School Locations 60

Table 4.8 Ditlerences Fluency Fac:or Gender 61

Table 4.9 Differences of Fluency Factor by Schooling Levels

Table 4.10 Difterences of Originality Factor by School Locations 63

Table 4.11 Differences of Originality Factor by Gender

Table 4.12 Differences 0 f Original lly by Schooling Levels 65

Table 4.13 Differences of Elaboration Factor by School LDcations 66

Table 4.14 Differences of Elaboration Facto)" by Gender 67

Table 4.15 DliTerences ofElaboratJon Factor by Schooling Levels 68

Table 4.16 Differences of Resistunce to Premat'Jre Closure Factor by School Locations

69

VI

Table 4. 17 Di fferences of Res istance to Premature C losure Factor by Gender 70

Table 4.18 Differences of Res istance to Premature Closure by Gender Schooling Level;;

7 1

Table 4.19 Di fferences of Abstractness o f T itles Factor by School Locations 72

Table 4.20 Differences of Abstractness of Titles Facto r by Gender 73

Table 4.21 Differences of Abstractness o f T itles by Schoo ling Levels 74

Table 4.22 Summary o f Findings according to Research Questions 79

Table 4.23 Summary o f Findings for TTCT components 80

V) l

LIST OF FIGURES

Figure 1.1 Dependent and lndependent Variables 8

Figure 2.1 Divergent Thinking Process 16

Figure 2.2 Convergent Thinking Process 17

Figure 3.1 Procedure fo r Conducting 'Creative T hinking Abilit y of Primary School Children in Kuching, Sarawak ' Research

39

Figure 3.3 Sleps for AIJ alys ing TTCT 50

V III

ABSTRACT

CREATIVE THI1\KlNG ABILITY OF PRIMARY SCHOOL CHILDREN IN KUCHING, SARAWAK

Siti Zakiah bt Syed Mustal"

The creative Ihinklllg teachmg been implemented in Malaysia's educat,on system since 1980 and was Ie-emphasized with the introduction of Malaysia's Cuniculum Standard Primary School (KSSR) in 2010. The tcaching of the thinking skill is important III order to support the govemmcnt K-economy policy which is a way to achieve the nation's Vision 2020 The skill also listed as one of the important thinking skills needed to be marketable in the 21 31 century besides cornrnunication and lCT literacy. The o':)jcctive of this study is to investigate the creative thiJ1king ability of primary school children in Ruching, Sarawak. Malay verSIon of TOlTance Tests of Creative Thinking FIgural Form A was administered to 168 primary school children in Kuching who were selected using stratified random sampling method. The finding was that the average Creativity Index is 74.5536 which falls into above-average class, there is significant difference i:1 the creative thinking ability between children !Tom iUra I and urban, no significant difference U1 creative thinking ability in t!,e children between oppOSite gender whereas there is signif,eant difference in the cr.:ativity between children from Primary 1 and Primary 5. The findings supported by some of the literature The findings from this study will provide insight on the level of creative thinking of primary school children in Kuchmg.

JX

ABSTRAK

KEMAMPUAN PEMIKlRAN KREA TIF KANAK-KA NAK SEKOLAH RENDAH DALAM DAERAH KUCHING, SARA WAK

Siti Zakiah bt Syed Mustafa

Pengajaran pemikiran kreatif di sekolah-sekolah di Malaysia lelah dilaksanakan sejak tahun 1980 dan sekali lagi ditekankan dengan pengenalan kepada Kurikulwn Standard Sekula" Rendah (KSSR) pada talulI1 2010. Pengajarannya all1at penting kerana dapat membantu negara dalam per/aksanaan dasar K­e!conoll1.; yang merupakan asas kepada pencapaian Visi 2020 dan diper/akan juga untuk meningkatkan nilai individu c!ipasaran da/am ahad ke 2/ ini. Kajian ini herlujuan untuk mengena/pasti kemampuan pemikiran kreali! kanak-kanak seku /ah rendah da/am daerah Kuching. Sarawak Ton-ance Test of Creative Thinking (TTCT) Figural Fonn A versi bahasa Malaysia diedarkan kepada /68 kanak-kanak sekolah rendall dalam daerah Kuching yang dipilih menggunakan teknik persampelan rawak berlapi.\'. Ka;ian mendapati kadar purata kemampuan remikiran kreali! mereka ialah 74.5536 yang dik/asi{ikasikan sebagai alas sederhana .. terdapal perbezaan dalam kemampuan untuk be'Ilkir secara kreatif dian tara kanak-kanak sekolah di da/am bandar dan di /uar bandar, tidak terdapal perbezaan diamara lelaki dan perempuan dan terdapal perbezaan diantara kanak-kanak Ta hun I dan Tahun 5.Hasil kajiCln akan menberikan pengetahuan berkenaan lahap pemikiran kreatif kanak-kanak sekula" rendah di Kuching.

,

CHAPTER 1

INTRODUCTION

1.0 Introduction

Business leaders, politicians and educators agreed that students need the

"2 151 Century Skills" , a set of thinking sk ills, to be successful in the 21 51 century.

The demand of these skills is given more attent ion now as changes in the

eco nomy and the wor ld depends on having it (Rotherham & Willingham, 2010).

The skills are as the fo llowing

• creativ it y and innovatio n

• critica l thinkin g, problem so lving, decis io n maki ng

• learning to learn, metacognit ion (know ledge about cognitive processes)

• communication

• collaboration (teamwo rk)

• information li teracy

• informat ion and communicatio n (I CT) lit eracy

• life and ca reer

• personal and socia l responsibility - including cultural awaren<::ss and

competence

(Cisco, Intel & Microsoft, 2010)

Thosc skills playa ro Ie to secure economic competitiveness, to a:traet

grovrth industries and create Acqulrlog such skills also will increase a

person's marketabihty, employahility and competitiveness 111 glohal world. Those

skills can be possessed by introducing new policy to public education system

(Pmtnership for 21" Skills, 2008).

Since thmking skills as creatlvc thmking is demanded in the 21"

century. There is lmmeasura':J:e development to implement the "21" Century

Skills" in education system for producing competitive workfi)rce. In MalaYSia, the

government particularly :VEnistry Education emphasizes on creative and critical

thinking teaching in the Primary School Integrated Curriculum (KBSR) and

Secondary School Integrated Curriculum (KBSM) January 1980. Its

impOllJnCe was rc-emphasized with the introduction of the Knowledge Based

Economy (K-economy) policy in 200 I. The implementation of the K-economy

blueprint requires a creative workforce: hence, creativity training must begin from

primary schoo:. The shift to K-economy hom Production Based Economy (1'­

economy) is to achieve the goal of Vision 2020, However, Malaysia lacks of

critical requirements to support the new economy policy (Ramlee Mustapha &

Abu Abdullah, 2009). The old command and control management system that are

currently used is not effective in this 21 Sf century so, the nation's policies stan

from education system has to change to produce graduates wah relevant

knowledge, critical and order skills, and proper attitudes (Ramlee

Mustapha Abu Abdullah, 2009). The focus of the education system should be

directed to make existing cUJTlculum more 1l1novative tc help students to

invent and develop a critical and analytical mode of thinking and create weI[

educated, highly skilled and strongly motivated workers (Ramiee Mustapha &

Ahu Abdul:ah, 2009),

The year 20 I 0 has been acknowledged as Creatlvity and Innovation Year.

It is one of government's strategies to achieve the Vision 2020. Due to tilat. a

new curriculum for primary school known as C;nTlculum Standard Primary

School (K~SRl has been introduced. Cross CUlTlculum elements in the KSSR

specify 011 entrepreneurship, creativity and information technology &

communication (lCT) element s. The elements were emphasized, as master In

those three will ensure the natio n to achieve V is ion 2020.

Other than that , The Ministry of Education (2006) (as c ited Chua, 2010, pg

551), expressed the importance of both creative and critical thinking, in the

Malaysia Education Master Plan 2006-2010 by stating that one of the goals of the

plan in producing first class human resources in Malays ia is to support student s

w ith creative and critical thinking ab ilities. The Malaysia Education Development

Plan 200 1-2010 stated that the plan aims to enhance student s' crit ical and creative

thinking skill s (Malaysia Education Ministry, 2001 ). The ai m of the Education

Development Master Plan 2006-2010 is to develop education institutions to serve

as mode l for other inst itution in sa me nature of busin<oss. "Students graduated

liorn these institutions are hoped to excel in academic and co -cuniculum, skilful,

good attitude, high team sp irit , high leadership skill, creat ive thinking, patriotic,

globa l thinking and competitive" (Malaysia Education Minist ry, 2006, p. 11 9 ).

The plan also slated that development of human force aims to ensure Malaysian

yo ungsters are fultiJled with depth and bro ad knowledge for utilization in va rious

fi eld of work. The student s w ill be trained through class activities to possess

important ski lls such as communication, ICT, think creatively and critically and

act rationa lly, apply long life learning, high va lue and able to be effecti ve leader

in family and society.

Here, it can be seen clearly that Malaysia thro ugh Ministry of Education

regarded creative thinking as one important component for country deve lopment

especially in economy growth. This means, creative thinking abilities sho uld be

possessed by all Malaysian and should be started from the yo ung generation.

3

~ ---- . ­

1.1 Bac.kground of Study

The large amount of brain growth occurs during childhood and the

develo pment o f thinking skills during that time w ill suppo rt more comprehe nsive

learnin g when children getting older. Palmer and Doyle (2004) (as c ited in Clarke,

2008) stat ed that education is the development of thinking clearly and creatively,

imp lementing own plans and communicating ideas to others in a mUltiple of ways.

By nUl1uring and developing creative thinking sin ce childhood, they may able to

unders tand the world, makc sense of what is happening around them,

communicate their thoughts and what they can do with the ideas better than those

who are not taught to think creatively. By being enco uraged to do so also , the

children develo p the confid ence to try out ideas and new methods and to

experiment without the fear o f being wrong or making a mistake. They also need

to kno w that trial and CITor, and making mistak es are co mmo n in learning. Other

than that, the adults aro und them need to demonstrate these skills and encourage

children to think aga in , try again, and find a new so lut ion. (C larke, 2008)

Creative thinking affects every aspects of edu ca tion from pre-school to

aft er schoo l, co llege and university. Experts agree that ea.rly education is a fine

time for introducing creative ways and models of thinking . This is because, the

earli er a child is s imulated to think creatively, the more they will enjoy originality

and will develop mo re to lerance for the ambiguo us and unusua l th ings (Sasson ,

2007) Then, if a student enjoys o rigina lit y, he o r she w ill make e ffo rt to find

and/or creat e it and w ill enjoy identify ing o rigina lit y in their studies. Therefore,

lessons sho uld represent a variety o f learning and th inking styles in o rder to bring

o ut the best of a student 's creative sk ills and abilities (Sasson, 2007) The creati ve

process invo lves not only the imagination, but also practi ca l aspects, such as

writing a play, cond ucting an experiment, composing a piece of music etc. There

are processes such as gathering and sifting data; workmg and re-working ideas

which w hen co mbined with expertise and the know ledge and understanding or

both context and tonn enable people to develop ideas (Perry, n.d.).

4

r~ ---..l ,. ... . ~ I

UNlVERSlT. brU\.U\I SiA SARA...."'"

Tun Dr. Mahatbir Muhammad (1998) (as cited in Saroja, 2008), stated that

education should prepare children to handle with changes rather than become

dependen t on habit s. He has the opinion that education for the future should

emphas ize less on acquiring kno wledge that is temporary in nature and should

focus more on developing creative and critica l thinking minds.

Previous studies fo und that there is difference in creative thinking ability

of children from different demographic vari ab les. Stephens, Karnes & Whorton

(2001) conducted a study to compare crea ti ve thinking abilit y of child ren between

urban and rura l schoo ls fo und that urban children were mo re creative. Shut iva

(199 1) found that urban c hildren were more crea tive than rural ch ildren. Another

study by Stephens to investigate difference in creative thinking ability fi'om

different gender found that girls are more creat ive compared to boys whereas Siti

Rafiah (2008) found that there is no difference in creat iv it y ability between

genders. Stud y conducted by De Caro li & Sago ne (2009) to compare creati ve

thinking ability of8 and 10 years o ld c hildren found that 10 years o ld children has

higher creative thinking ability compared to 8 years old children. Lee (2005)

found that 5 years o ld preschoolers scored higber than 4 years a iel preschoolers

However, Torrance (1970) claimed that there was a decline in creativ it y level in

fo ult h graders in an American schoo l due to the educatio na l and socia l systems.

These show that de mographic variables such as location , gender a nd schoo ling

leve ls playa rol e in determin ing the leve l of creat ivity in children. However, there

are other factors SUCl1 as birth order (Bo ling, Bo li ng & Eisenmen, 1993 ), family

environment (Norah, 2009) , socioeconomic status (S tephens et ai , 200 1) and

ethnic groups (Kaufman, 2006) which affect the abi lity to think creatively.

1.2 Problem Statement

The teaching of crea ti ve thinking in Ma laysia has been implemented since

1980 in Kllriku/l1l11 8 ersepadu Seko/ah Rendah (KB SR) and Kllrik ll /ul11

8 ersepadll Seko/ah Menengah (KBS M). The importance was re-emphas izcd w ith

the introduction 0 f K-economy by the Ma lays ia government. The movement

5

toward s K-economy from P-economy is a step to ac hieve nation 's Visio n 2020.

However, Ma lays ian students lack of skil ls to move together with the new

government po licy. In 20 10, creativity a nd innovation has been strcssed o ut in

Kurikulum Slanclarc! Seko lah Rendah (KSSR) . This is another step taken by the

Ministry of Ed ucation to enhance creative thinking ability among primary school

students whi ch is so imp0l1ant in K-economy.

The importance o f creative thinking is not only being stressed out in

Malays ia but also in nations aro und the wo rld. Crea tive thinking skill is one of the

thinking skills needed in the 21" century in order to increase individual

marketability and secure eco nomic competitiveness. Creative thinking is not only

vital to the co untry but a lso to the individua l it se lf It does help in so lving every

complex problems hence make the ind iv idual becomes a better person.

Many studies have been carried o ut to in ves tigate creative thinking abilit y

between chil.dren fi·om distinct school loca tio ns, oppcsitc gender and different

schooling leve ls. Research done by Shut iva ( 199 1) to examine whether difference

exist in creative thinking ability between children fi·om rural and urban schools

found that urban child ren were more creative than rural. Study conducted by S it i

Rafiah (2008) in Klang Va lley to investigate whether creati ve think ulg ab ilit y of

femal.e differs fi·o m male found that there is no s ignificant difference il1 creativit y

between genders. However, study done by Lee (2005), found that girls are more

creative than boys. Investigation done by Torrance (1970) found that upper

schooling leve l has lower creative thinking ability co mpared to lower schoo ling

level whereas stud y conducted by Lee (2005) found that 5 years o ld presc hoolers

scored higher in creativit y test than 4 years o ld preschoo lers.

This study is conducted to examin e the level of creative thinking of

primary school children and whether difference exist in the creative thinking

ab ility between children from urban and rural schoo ls, between boys and girls and

between Primary I and Primary 5 children in Kuching, Sarawak. So far , there is

no stud y found to compare the creati ve th inking ab ilit y between those stat ed

6

demog raphic variables . This stud y will pro vid e insight to the M inistry o f

Ed ucatio n and the educators o n the level of creative thinking of primary schoo l

children in Kuching, Sarawak.

1.3 Objectives of Study

1.3.1 General Objective

• To examine Sarawak primary schoo l children ' s creati ve th inking

leve l/abilit y based on the TOlTanCe'S Creativity Index.

1.3.2 Specific Obj ectives

• To in vestigate whether differences in creati ve thinking abilit y ex ist

between children fro m different schoo l loca tio ns.

• To in vest iga te whether differences in creati ve thinking abilit y exist

between children from different gender.

• To investigate whether differences in creative thi nking ability ex ist

bet ween children fro m different grade/school ing levels.

1.4 Research Qu estions

• What is the average creativity index of primary school childre n in

Kuching, Sarawak')

• [s there a sign ifica nt difference in creati ve thinking abilit y between

children fro m rural and urban schoo ls?

• Is there a significa nt difference in crea ti ve thinking abilit y between

children fro m differe nt gender~

• Is there a sign ificant difference in creati ve thinking abilit y between

children fi 'o l11 diffe rent schooling levels?

7

1.5 Conceptual Framework

Figure 1.1

Dependenl and Independent Variables

Independent Variable Dependent Variable

Schoo l locatio ns

Gender Creative Thinking

Abilit y

Schoo ling levels/Age

1.6

1.6.1

Definitions of Key Terms/Concept

Creativity

Creativity is the capacity of an indiv idual to produce co mpos itions,

products o r ideas related to particular tasks w hich are essentially new or nove l,

previous ly known o r unknown to the producer. Ano ther definition from To rrance

is, creativit y is a process, the contribution of new ideas a different viewpo int; a

new way of looking at a problem, situation or event , w here the freed om of the

individual is the bas is o f expression (ToITance, 1974) (as cited in Norah, 2009, p.

9). The concept of creati vity in this study is the sa me as defined by TOITance.

1.6.2 Creative Thinking

Creati ve thinking is a process of beco mi ng sens itive to specific problems,

deficiencies, gaps in know ledge, missing element s, disharmonies, and identifying

the difticulty, searching to r solutions, making guesses or formulating hypotheses

and possibly modi fy ing and retesting them and fina lly communicating the result s

effectively to others (TotTance, 1976)(as c ited in No rah, 2009, p. 9). The concept

of creative thinking in this study is the same as defined by TotTance.

1.6.3 Creative Thinking Ability

Creative thinking abilities refer to constellation of gen era lizeu mental

abilities that is co mmo nl y presumed to be brought into play in creati ve

achievements (To tTance, Ball & Sa fter, 1992). In this stud y, creative thinking

abilit y refers to level o f creative thinking. The level is kno wn by making

compar ison on Crea tivit y Index (CI) scores obt ained after administering the

TotTance Tests of Creative T hinking (TTCT) on 168 primary school children in

Kuching, Sarawak.

1.6.4 21" Century Skills

T he "21 SI Century Sk ills" is a set o f sc ientific thinking skills (Ro therham

& Wi llingham, 20 10). T hose skills are thinking critica ll y and mak ing judgements;

so lving complex, multidisc iplinary and open-ended problems; creativit y and

entrepreneuria l thinking; communication and co llaborating; mak ing inno va tive

use of knowledge, info rmation and opportunities ; and taking charge of financial,

health and civic rcsponsibilities (Partnership for 21" Century Skills, 2008). The

co ncept of 2 1" Century Skills in this stud y is the same as defined in Partnership

for 21 st Cent ury Skills.

1.6.5 Torrance Tests of Creative Thinking (TTCT)

T he TTCT is an extensive battery of tests devi sed to measure creative

ab ilities, wit h a pal1 icul ar empbasis o n di vergent thinking (Potur & Barku l, 2009) .

[n this study, the tcst is useu to measure creat ive thinking abi lit y o f primary

school children in Kuching, Sarawak.

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1.6.6 Creativity Index (CI)

The C1 is an index of Tonance Tests of Creative Thinking. It determines

the overall crea tive potent ial (Tonance et a!., 1992). fn this study, creative

thinking ab ility of primary school c hildren in Kuc hing is measured by loo king at

the C1.

1.6.7 Creative Strengths

The creat ive st rength is a set of thir1een crit eria ofTTCT (Tonance et ai. ,

1992). In this study, the Cl is o btained by adding score o n the creative thinking

ability to score on the creative strengt hs. [t is measured by co unting number of

occunences of each crit eria in each test answer bo oklet.

1.7 Significance of Study

The study will provide insight on creative think ing abilit y 0 f primary

schoo l children in Kuching, Sarawak. Besides, this stud y wi ll a lso provide ins ight

on whether there is difference in creative thinking between children fi'om different

gender, locations of school and leve ls of schooling. School teachers should plan

and execute school programme(s) to increase children ' s creative thinking by using

the fmdings as a guideline. It is also a busiJ1 ess opportunity for the software

developer to develop software for nurturing continuously c hildren' S creative

thinking ab ility by us ing the fmdings as a baseline.

1.8 Limitation of Study

Findings fro m thi s study are important as it w ill determine the level of

creative thinking ability of primary school ch ildren in Kuching, Sarawak.

However, there are few ident ifi ed limitations. There is no scale for children found

to class ify the creativity index of pt'itnary school ch ildren in Kuching for

det erm ining their level of creative thinking. Comparison was made to a scale

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