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Deconstructing Learners’ Creative Potentials: An Assessment of Students’ Divergent Thinking Skills

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  • Arvin E. Narvaza

    (University of Science and Technology of Southern Philippines)

  • Edralin C. Manla

    (Xavier University-Ateneo de Cagayan)

Abstract

This study examines the divergent thinking skills of young learners, specifically focusing on fluency, flexibility, originality, and elaboration. Using a descriptive research design, a sample of 234 STEM students was selected to assess these critical creative capacities through standardized tests and qualitative discussions. The results show that while a majority of students are proficient in fluency (58.55%) and flexibility (90.60%), fewer demonstrate proficiency in originality (24.79%) and elaboration (29.06%). The findings highlight that most students excel in generating ideas and adapting their thinking but struggle with developing unique and well-elaborated concepts. To address these gaps, the study recommends targeted instructional strategies such as creative writing, project-based learning, and interdisciplinary activities to foster deeper creative skills. These interventions can support the development of well-rounded divergent thinking abilities essential for both academic success and real-world problem-solving.

Suggested Citation

  • Arvin E. Narvaza & Edralin C. Manla, 2024. "Deconstructing Learners’ Creative Potentials: An Assessment of Students’ Divergent Thinking Skills," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4315-4326, September.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:4315-4326
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