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Cultivating creative thinking in Pakistani public schools: a quasi-experimental study

Author

Listed:
  • Kiran Fazal

    (Shaanxi Normal University)

  • Uzma Sarwar

    (Huanggang Normal University)

  • Nargiza Nuralieva

    (Shaanxi Normal University)

  • Abdo HasanAL-Qadri

    (Xi’an Eurasia University)

  • Qi Zhan Yong

    (Shaanxi Normal University)

Abstract

Given the limited number of studies on creative thinking skills, particularly the use of the Cognitive Research Trust (CoRT) thinking program among elementary-level students in Pakistani public schools, this study investigates the program’s effectiveness on 8th-grade English students’ creative thinking abilities. A quasi-experimental research design, employing a pretest-posttest control group method, was used. Participants were divided into experimental and control groups. The Torrance Test of Creative Thinking (TTCT) measured the program’s effectiveness. The study was conducted in two stages: teacher training and experimentation with 60 students. In stage I, two teachers were trained to integrate CoRT thinking lessons into their English curriculum, enhancing teaching methods and fostering creative thinking in students. In stage II, the experimental group of 30 students received the CoRT program, while the control group of 30 did not. This experimental phase, lasting six weeks, took place in the English classroom of Government Girls MC High School Kot Fareed, Sargodha, Pakistan. The findings revealed that participants who underwent the CoRT program training demonstrated significant improvement in creative thinking abilities compared to those who did not receive the training, as measured by the TTCT. The study suggests practical implications for educators, emphasizing the creation of environments in public schools that nurture creative abilities by incorporating activities that promote creative thinking skills.

Suggested Citation

  • Kiran Fazal & Uzma Sarwar & Nargiza Nuralieva & Abdo HasanAL-Qadri & Qi Zhan Yong, 2024. "Cultivating creative thinking in Pakistani public schools: a quasi-experimental study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-04009-x
    DOI: 10.1057/s41599-024-04009-x
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    References listed on IDEAS

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    1. Usama Kalim & Saira Bibi, 2024. "Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers," SAGE Open, , vol. 14(2), pages 21582440241, April.
    2. Ahmad Alzoubi & Mohammad Al Qudah & Ismael Albursan & Salaheldin Bakhiet & Adel S Abduljabbar, 2016. "The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 6(1), pages 117-117, May.
    3. Shamim Akhter & Nur Rasyidah Mohd Nordin, 2022. "Exploring the Role of Collocation in Creative Writing among Pakistani Learners at Secondary Level: A Corpus-based Study," World Journal of English Language, Sciedu Press, vol. 12(2), pages 382-382, December.
    4. Shukran Rahman & Nor Manaf, 2017. "A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature," English Language Teaching, Canadian Center of Science and Education, vol. 10(9), pages 245-245, September.
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