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Effectiveness of the Formal Aspect of the Torrance Test Identifying Levels of Creative Thinking among Tenth Grade Students: A Case Study

Year 2022, Volume 26, 34 - 43, 13.12.2022
https://doi.org/10.55549/epess.1196830

Abstract

This qualitative study aims to identify levels of creative thinking, including the skills of fluency, originality, details and flexibility, among a group of tenth grade students in Palestine from Jerusalem and Ramallah schools, according to the gender variable, using the formal aspect of the Torrance test of creative thinking. The study sample consisted of students females selected from Secondary School for Girls and males from one of the Excellence School. The results differences in the degree of originality, flexibility and details in favor of female students, and a difference in the degree of fluency in favor of male students, which reflects the societal context with regard to their creative thinking skills. In light of these findings, the researchers recommend the manner of presenting the educational curricula be reconsidered and that teachers be given training in the use of creative thinking strategies and enrichment activities during the presentation of educational content, thus also enhancing creativity among their students.

References

  • Qaraeen, M.M., & Omar, I.I. (2022). Effectiveness of the formal aspect of the Torrance test identifying levels of creative thinking among tenth grade students: A case study. The Eurasia proceeding of Educational& Social Sciences (EPESS),26, 34-43.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Malak QARAEEN This is me
Birzeit University
Palestine, State of


Iman OMAR This is me
Birzeit University
Palestine, State of

Early Pub Date December 13, 2022
Publication Date December 13, 2022
Published in Issue Year 2022, Volume 26, Issue

Cite

APA Qaraeen, M. & Omar, I. (2022). Effectiveness of the Formal Aspect of the Torrance Test Identifying Levels of Creative Thinking among Tenth Grade Students: A Case Study . The Eurasia Proceedings of Educational and Social Sciences , 26 , 34-43 . DOI: 10.55549/epess.1196830