CHAPTER – 1 BACKGROUND OF THE STUDY 1.1 Introduction: Education is a continuous process. It may be formal informal or non-formal. In formal education teacher has a very important place in improvement of education. Teacher’s role in society, I general and in educaiton has been changing with time but the imporance of this position is same. The teacher is the pre-requisite of the success of educational programmes. The main quality of teacher is the creative towards education. He/she must have the ability to get satisfied from their respective jobs. So, educational programme should inculcate the qualities in teacher, so that he/she may be in his best position to impart educaion to students. God to the only creator. Human being cannot create 1
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CHAPTER – 1
BACKGROUND OF THE STUDY
1.1 Introduction:
Education is a continuous process. It may be formal informal or non-formal.
In formal education teacher has a very important place in improvement of
education. Teacher’s role in society, I general and in educaiton has been changing
with time but the imporance of this position is same. The teacher is the pre-
requisite of the success of educational programmes. The main quality of teacher is
the creative towards education. He/she must have the ability to get satisfied from
their respective jobs. So, educational programme should inculcate the qualities in
teacher, so that he/she may be in his best position to impart educaion to students.
God to the only creator. Human being cannot create anything new. Creativity as we
use the them means seeing or expressing new relationship amont things or ideas.
Every child is creative to some extent in this sense of the term. The amount of
creativity and its dimensions vary from individual to individual creative children
are assets to the society. School should aim at the development of creativity in
shcool children to prepare leaders in different walks of national life.
Thinking to also influenced by the mode of reasoning one adopts. Illogical
reasoning often leads to incorrect thinking logic is the science of correct reasoning 1
which helps to think correctly. Therefore, we should cultivate the habit of
reasoning among our children.
Creative thinking means that the predictions and/ or inferenes for the
individual are new. Original, unusual. The creative thinker is one who explores
new areas and makes new ovservations, new predictions new inferences. A
creative action is novel, exploratory and venturesome spirit on the part of the
individual. Uncreative thought to rigid, stereotyped and mechanically operated.
According to guilford, creative thought means divergent thinking and uncreative
thought convergent thinking. Convergent thinking to measured by means of
intelligence test which include items like remembering recognition and
manipulation of some concrete material. These traditional tests do not measure the
creativity or emergence of originals in children. Psychologists in Recent yers, have
recognised the limitations of traditional tests of intellegence to measure the
creative ability of children.
Toirrence, who has attempted to identify creativity in children, has done a
lot of practical work on creativity. He has difined creativity “as a process of
becoming sensitive to problems, deficencies, gaps of knowledge, missing elements
disharmonies and so on identifying the difficulties, sarching for solutions, making
guesses or formulating hypotheses about the deficiences, testing and possibly
modifying and retesting them.
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The term’ creativity’ cannot be used synonymously with giftedness.
Therefore, we should not make a mistake of considering every gifted child as a
creative child. Creativity in its all shapes and forms is the hightest expression of
giftedness that may not be found in a perticular gifted child. The problem then lies
in the identification of the creative children. Creativeity, as a natural endowment,
needs simulation and nourishment. Most of creative talent, if not given proper
training, education and opportunities for crative experession, results in wastage.
The term’Creativity’ cannot be used synonymously with giftedness.
Therefore, we should not make a mistake of considering every gifted child as a
creative child. Crativtiy in its all shapes and forms is the highest expression of
giftedness that may or may not be found in a particular gifted child. The problem
then lies in the identification of the creative children.
Creative behaviour and expressions, like other behaviour patterns, possesses
its basic components in the form of cognitive, conative and affective behaviour.
Consequently, we can label a child creative to the extent to which he able to
demonstrate creative aspect in his thinking, feeling and doing behaviour. For such
labeling, we may employ two different approaches.
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1. Making use of tests of crativity and
2. Making use of non-testing devices abservation, interview, rating scale,
personality inventory, check-list etc.
School can play on important role in developing and fostering the creativity
among children. In the school environment may be created which is conducive the
kind of behaviour which creativty requires. School environment which may
provide ample opportunity for freedom of though and other creative activities may
be a great factor. The teacher in the class and outside the class may encourage the
spirit of scientific enquiry in students. Tearcher can help to kindle the spark of
creativity among children; as one of the major responsibility of education is the
promation of creativity among students.
Full freedom should be provided to student to experiement with new idea.
The teacher should not emphasize the confirmatory behaviour but new ideas, novel
plans and approach of tackling problems should be encouraged and fostered.
Teacher should encourage student confidence and respect for their own ideas. He
should reward their creative thinking showing respect for imaginative ideas and
encouraging the value of self-initiated learning. The tearchers should help the
children in becoming more sensitive to the environmental stimuli so that they can
think of new creative ideas and encourage manipulation of objects and ideas. The
knowledge of scientific method should be imparted to the students to test each idea
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systematically which come in mind of the student. The teacher should avoid
complelled method for solution to any problem. The students should be given time
to think about the solution of problem themselves.
Identification of creativity of students become much more impartant in our
developing country like India where there to critical demand for inventative
scientists, enginears, technicians, understanding of students but it would provide
adequate basis for accurately forcasting and developing talent about his future
career. It is a challenging job for teacher to know how to do tings which require to
cultivate these creative processes. The teaching strategies and devices are to be
designed which are effective in developing and expressing creativitiy or talents.
These should be variety of teaching devices so that learning staution may be
generalized for differet creative students.
Reasoning ability is releated concepts psychology and education. Thinking to
defined as an implict problem solving behaviour. Reasoming is also an implict act
and involves problem solving behaviour. Therefor it becomes difficult to make
clear-cut distinction between these processes. However reasoning is regarded as
the highest form of thinking. It is a complex mental process that needs a well
organised brain. It operates on realizing the highest cognitive objectives of
teaching and learnig. Thurston has extracted reasoning as one of the primarily
mental ability. Reasoning plays a significant role in one’s adjustment to one’s
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environment and problem solving. In controls not only one’s environment. It
controls not only one’s cognitive activities but may also influnce the total
behaviour of an individual.
Reasoning involves a difinite purpose or goal. We resort to reasoning when the
initinal attempts of solving a problem by habitual behaviour fails. One makes use
of one’s previous knowledge and experiences in reasoning. All our past
experiences or the knowledge of the rules, principles and techniques are closely
analyzed. We try to see relationship among them and judge their utility in the
present context. In reasoning we try to explore mentally the reason or cause of an
event or happening. The atempt to fin the solution of the question like “Why is it
so?” “How does is happen?” is nothing but applicaiton of our reasoning ability to
find the cause and effect relationship. Like thinking reasoning is highly synbolic
function. The ability to interpret various symbols, development of concepts and
linguistic ability help much in reasoning.
Reasoning has always been central to western philosophy. Early psychological
speculations about the nature reasoning grew out of these traditions especially from
the work of philosophers. Normative standards for good reasoning are fundamental
to philosophy.
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Reasoning is closely allied with other domains of inquiry in pshychology.
Reasoning, problem solving and decision-making represent different but over-
lapping aspects of human intelligence. Reasoning refers to the process of drawing
conclusions or inferences form information. Reasoning always requires giong
beyond the information. In logic, an inference is called deductive if the truth of the
initial information guarantees the truth of the conclusion. The inference is called
inductive if the truth of the premiser makes the conlusion probable but not certain.
Reasoning abilities are not static.They are developed throught experience and
rendered easier to perform through exercise. Recall that individual differences in
reasoning are substaintially eorrelatated with the amount of information individuals
can hold in working memory while performing some transformation on it the
premises makes the conclusion probable but not certain.
Reasoning abilities are not static. They are developed through experience and
renderd through exercise. Recall that individual differences in reasoning are
substaintially eorrelated with the amount of information individuals can hold in
workingmemory while performing some transformation on it.
Two theories have dominated psychological theorizing about reasoning -: mental
rules and mental models. Both theories were first applied to the study of deductive
reasoning tasks such as syllogisms and then later applied to a broader range of
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reasoning tasks. The mental models theory of deductive reasoning posits that the
individual first tranforms the permises of an argument into another representation
that is consistent with the premises, importantaly, multiple mental models that are
consistent with the premises must often be constructed and then compared in order
to reach a valid conclusion.
Human reasoning occures at different levels of awareness. Most cognitive scientist
distinguish between tacit and intentional reasoning processes. Tacit processes that
faciliate reasoning occur without concious intervention and outside awareness.
Tacit processes are particularly important in focusing attention and in building an
intial mental model of a problem. Reasoning well in domains of nontrivial
complexity depends importantly on knowledge. Expertise is rooted in knowledge
and experts reason differently about problem.
1.2 Importance of the study:
Early childhood is a crucial stage of life in terms of a child’s physical,
intellectual,emotional and social development. Growth of mental and physical
abilities of children progress at an astounding rate and a very high propotion of
learning take place from birth to age six. It is a time when children particularly
need high quality personal care and learning experiences. Education begins from
the moment the child is brought home from the hospital and continues on when the
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child starts to attend playgroups and kindergartens. The learning capabilities of
humans continue for the rest of their lives but not at the intensity that is
demonstrated in the preschool years.
Creativity is the capacity to create, to produce new things. It is the capacity of the
human brain to reach new conclusions and ideas and to solve problems in an
original fashions. It can manifest in artistic, literary, scientific forms and it can also
unfold in the area of daily life improving its quality. The latter aspect will probably
not leave its mark on the history of humanity but it is basically what makes life
worth living.
Creativity is a key process for personal development and social progress. And it is
therefore included in positive psychology. Creativity is a cognitive style. It frames
how children approach learing and how they interpret and process information.
The ability to think critically and use numerical resoning skills has become much
more important in the work force in recent years. Resoning ability is one of the
most basic skill areas, one that exists in small children well before they are taught
mathematics in school. Reasoning ability it a higher order thinking skill and an
important factor in assessing work performance. Reasoning well in domains of
nontrival complexing depends importanty on knowledge expertise is rooted in
knowledge and experts reason differety about problems than do novice. Because of
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this, some have erroneassly assumed that good reasoining is nothing more than
good knowledge. Reasoning is recognized as the core element of human nature,
whether it is in the teaching of socrates, confucious or Buddism. A goal of
education is to prepare citizens with reasoning skills and to create society that is
more rational or culture. Reasoning skills are recognized as the key abilities for
human being to create, learn and exploit knowledge. These skills are also an
important factor in the process of human civilization. Therefore the importance of
reasoning ability has been of great concern in educational settings.
1.3 Significance of the Study:
The idea behin this study is to evaluate the creativity and reasoning ability of upper
primary school students and find out the effect of creativity and reasoning ability
on upper primary school students. This study wll examine as to how creativity and
reasoning ability is rclated to the students. Maintenance of mental health, the
progress of a country depends on the maximum exploitation of its hman resources.
The sound mental health is one of the first requisite condition of development.
Teachers and parents must know about the change proper individual educational
and vocaional guidance can be provided to them. It is during this period that
proper habit of responsibilition is evaluated. It should be remembered that piaget
among his different period of congitive growth has given primary importance to
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concrete operation and them to fomal operation concreate operational period to the
time for the child to gain experience. The experience gained at this period helps
abstract thinking at a later stage. So the students should abstract thinking at a later
sttage. So the students should be directed to acquire complete knowledge abouta
particular problem and to think about it like, several psychological traits such as
intelligence, adjustment, self, conficence, aggession tec. Creativity and Reasoning
ability is also differently distributed among children of different ages. It was a
common abservation that the institutional evironments of our centres of learning
leave much to be desired as for as the development of pupil potentialities is
concerned . According to the report of Indian Education Commission, “Even the
talent that enters Schools and Succeeds in climbing the educaional adder does not
flower fully because it is not discovered suffiently early and is often studying in
the poor school.”
Obviously the schools are ‘poor’ or ‘rich’ with respect to the environments they
provide for their children. Among the various factors which contribute towards
building what may be termed as ‘environment’ of an institution, mention can be
made of class room communication pattern’s, teaching strategies and motivation,
incentives, blame and rewards, spirit of competion, climate tec. These variables are
also important form the point of view of developing pupils potentialities of which
creativity and reasoning ability are important.
11
Reasoning plays a significant role in one’s adjustment to one’s environment
and problem solving. It controls not only one’s environment and problem solving.
It controls not only and cognitive activity but many also influence the total
behaviour of individual. Reasoning abilities are not static. They are developed
through experience and rendered easier to perform through exercise. Recall that
individual differences in reasoning are substaintially errelated with the amount of
information individual can hold in working memory while performing some
transformation on it.
Many scholars investigate many variable and field but no on scholar glam to there
variables creativity and reasoning ability of students. This is a huge concept of
today and many problems are faced by students. So the reasearcher decided to
investigate in this field and entitled the problem, “ Creativity and reasoning ability
of upper primary school students.
1.4 Statement of the Problem:
“A STUDY OF CREATIVITY AND REASONING ABILITY OF UPPER
PRIMARY SCHOOL STUDENTS”.
1.5 Clarification of Term Used:
Like several psychological traits such as adjustment, self confidence, aggression,
submission etc. Creativity and reasoning ability are differently distributed among
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child of different ages. Till now no educational provisions were made for creative
children in India. It has also been observed the academic environment of different
nature puts different impact on the shaping of creative abilities and reasoning
abilities of the children.
Many scholars investigate many variable and field but no one scholar glam to these
variables creativity and reasoning ability. This is a huge concept of today and
many problems are faced by students. So, the researcher decided to investigate in
the problem. “Creativity and reasoning ability of upper primary students.
Creativity:
According to Simpson: “Creative ability is the initiation that one manifests by his
power to break away the usual sequence of thought.”1
According to Calvin W. Taylor: “Creativity can underline progress in any field
of activitiy.”2
Accoridng to George K.Binnet: “ Creativity is multiphasic and it has not same
meaning for all.”3
_________________________
1. Sharma B.N. Educational Psychology, (2006) pp. 312. Sharma B.N. Educational Psychology, (2006) pp. 323. Sharma B.N. Educational Psychology, (2006) pp. 33
13
According to Stein: “A process is creative when it results in a novel owrk that is
accepted as tenable of useful or satisfying by a group at same point in time.”4
According to MC Kinnon: “It is a process extended in time and characterzed by
originality adaptiveness and realization.”5
According to Mednick: “Creative thinking consists of framing new combinations
of associative elements which either meet specified requirement or in same way
useful. The more matually remote the elements of the new combination the more
creative is the process or solution.”6
According to Thurstone: “An act is creativity if the thinder reaches the solution
in sudden closure which necessarily implies some novelty to him.”7
Accordiong to Taylor: “A process is creativewhen it results in a novel work that
is accepted as tenable, useful or satisfying by a group at a point in time.”8
5. Dr. Kulshreshta, S.P. Educational Psychology, pp. 2956. Dr. Kulshreshta, S.P. Educational Psychology, pp. 2957. Dr. Kulshreshta, S.P. Educational Psychology, pp. 2958. Dr. Kulshreshta, S.P. Educational Psychology, pp. 295
14
Accoriding to Gilford:
1. Ability to go beyond the immediate solution.
2. Ability to redefine the problem or some part of it.
3. Ability to cops with ideas that are unusual.
4. Ability to change or having new approach to the problem9.
According to Torrance: “I have chosen to define creative thinking as the process
of sensing gaps or disturbing missing elements, forming ideas or hypothesis and
communication of the results, possibly modifying and rte-testing the hypotheses.”10
According to CV Good: “The factor of creativity are tentatively described as
associate the ideational, fluency originality adaptive and spontaneous flexiblity that
make logical evaluation.”11
According to Medniks: “Creative thinking consists of forming new combination
of associative elements.”12
According to Simpson: “Creative thinking involves new forms of thinking away
from traditional forms.”13
9. Sharma Yogendra, The Text Book of Educational Psychology, Kanishka Publisher (2003) pp. 35610. Sharma Yogendra, The Text Book of Educational Psychology, Kanishka Publisher (2003) pp. 35611. Sharma Yogendra, The Text Book of Educational Psychology, Kanishka Publisher (2003) pp. 35612. Sharma Yogendra, The Text Book of Educational Psychology, Kanishka Publisher (2003) pp. 356
15
According to Thurstone: “An act is creativity if the thinker reaches the solution
in sudden closure which necessarily implies some novelty to him.”14
According to Gates: “Reasoning is the terms applied to highly purposefully,
controlled selective thinking.”15
According to George albee, “Reasoning is the capacity for consciously making
sense of things applying logic, establishing and varifiying facts, and changing or
justifying pratices, institutions and beliefs based on new or existing information.”16
According to john. R Anderson: “It is closely associated with such
characersitically human activities as philosophy, science, language, mathematics
and art and is normally considered to be a definitive characterizstize of hman
nature.”17
According to Amit Abraham: “The concept of reason is sometimes referrred to
as rationality and sometimes as discursive reason in intutive reason.”18
13. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
14. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
15. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
16. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
17. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
18.
16
According to liarrett: “ Reasoning is stepwise thinking with a purpose or goal of
mind.”19
According to Narendra Nath Sen Gupta: “Reasoning is associated with thinking,
Cognition, and intellect. Reason like habit or intuition, is one of the ways by which
thinking comes form one idea to a related idea.”20
According to Sudhir Kakar: “The field of logic studied ways in which human
beings reason through argument.”21
According to Indra Sen: “ A reasoning is a consideration which explains or
justifies some event, phenomenon or behaviour.”22
According to Lauren Allor: “The process of forming conclusins, judgements or
inferences from facts or premises.23
19. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
20. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
21. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
22. Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot, Phychological Foundation of Education Bawa Publications, (2005) pp. 62
17
1.6 Objective of the Study:
1. To compare the crealivity of govt. and Non-Govt. uperprimary Schools boy
students.
2. To compare the crealivity of Govt. & Non-Govt. uper primary schools Girl
students.
3. To compare the reasoning ability of Govt. and Non-Govt uper primary
schools boy students.
4. To compare the reasoning ability of Govt. and Non-Govt. uper primary
schools Girls Students.
5. To compare the Crealivily of Urban & Rural uper primary schools boy
students.
6. To Campas the crealitivity of Urban & Rural uper Primary Schools Girl
students.
7. To compare the reasoning ability of Urban & Rural uper primary schools
Boy Students.
8. To compare the reasoning ability of urban & rural uper primary schools Girl
students.
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1.7 Hypotheses of the study:
1. There is no significance difference between creativity of govt. school and
Non-Govt. uper primary Schools Boy students.
2. There is no significance difference betwen creativity of govt. school and
non-govt. uper primary school girl students.
3. There is no significance difference between reasoning ability of govt. school
and Non-Govt uper-primary schools boy students.
4. There is no significance difference between reasoning ability of uper –
primary schools Girl Students.
5. There is no significance difference between creativity of urban and rural
upper-primary schools boy students.
6. There is no significance difference between creativity of urban and rural
uper-primary schools girl students.
7. There is no significance difference between reasoning ability of urban & rual
uper-primary schools boy students.
8. There is no significance difference between reasoning ability of urban &
rural uper primary schools girl students.
19
1.8 Delimitation of the study:
1. The study was conducted on students of Govt. School.
2. The study was conducted on students of Private School.
3. The study was conducted on students of Rural Areas.
4. The study was conducted on students of Urban Areas.
5. The study was delimited to Yamuna Nagar District only.
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CHAPTER-II
REVIEW OF RELATED LITERATURE
2.1 Introduciton:
The study of related literature works as a guiding post not only in regard to
the question of work done in the field but also enables s to percive the gap and
lacuna in the concerned field of research.
Research can be conducted accurately only if the research knows what has
been done in that field by others a good research therefore, makes every effort to
dig far and near stages concerned and also the stages that need to be searched a
studey of related literature is of paramount importance because in the absence of
related literature the investigator is in wilderness as a slip without a compass in
ocean
“Review of Literature consists of two wards,
Review+literature = review of literature”
When the term review means to organize the knowledge specific area of
research to evolve an edifice of knowledge to show that his study would be an
addition to this field and the term literature is used with reference to the language.
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Review of the related literature acquaints the researcher with current
knowledge in the field or area in which he is going to conduct his research.
Research is like a flow of river, which is always in action. Best (1963) considered
the survey of related literature as an important pre-requisite to actual planing and
execution of any research project to support his view by putting forward the
statement. It benefits researcher in three ways.
i. To avoid duplicaiton of work.
ii. To explor e areas worth researchable.
iii. Directs Research.
Review of related implies locating, reading and evaluating report of research
as well as reports of casual observation and opinion that are related to individuals
planned research project. It gives a scholar a understanding of previous work that
has been done. It enables to know the means of getting to the frontier in the field of
one’s problems. These studies reveal as to how much work has alredy been done in
certain field, which methods have been used to collect and analyses data and what
have been their findings, suggested solutions and reommendations etc.
22
23. Sharma A.K. (1988-92) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 1649.24. Sharma A.K. (1988-92) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 164925. Sharma A.K. (1988-92) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 184226. Sharma A.K. (1988-92) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 1842
2.2 Review of related variable studies in Indian Contaxt:
Shukha J.P. (1980) In his study “creativity throughcultures during the period of
formal operation” at ph.W. No. Significant difference among the students of
different of differet age group, idfferent grade and sex as regard to the various
dimensons of creativity.24
Sen Gupa (1981): “Intellective and non intellective factors assiciated with
engineeringcreativity.” To investigate systematically difference in mechanical
reasoning with pertained to mechanical and physical principles in familiar
situations between high and low creative groups to compare differences groups on
a measure of value orientation based on strangers theory of value.25
Mistra K.S. (1982): Investigated on “Effect of Children’s perception of Home and
School Environment on their creativity and found that girls excelle boys in overall
crativity and influnence flexibility and orginality.26
Saxena’s (1983): “A study of need achievement in relation to crativity, value level
of creativity, value, level of aspiration and anxiety.” Correlation between n-ach and
creativity was significant among the sub of high and low creativity levels.27
23
27. Sen Gupta (1981) Recent Researches in education and psychology, Vol. 7 No. III-IV, (2003) pp. 10228. Sharma S.S. (1988) Recent Researches in education and psychology, Vol. 8 No. III-IV, (2004) pp. 10929. Suri I.S. (1989) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 1842.30. Singh O.P. (1994) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi, pp. 1842.
Pande, G.C’s (1985): Factor analysis revealed that reasoning ability had a
significant loading on the mathematics factor and verbal comprehension on the
civics and history factor. 28
Singh, S.S. (1988): Investigation was on the relationship between achievement of
certain concepts in physical chemistry and certain selected intellectur abilities
exemplified in the SI model of guilfoid. He found a significant relationship
between achievement and reasoning ability. The achievement factor had high
loading of reasoning – ability variables.29
Suri, I.S. (1989) : Tested this assumption in a study of the reasoning ability of
rural and urban students. Factor analysis of data yielded cognition of semantic
classes, cognition of semantic relations and convergent production of semantic
implications as three major factors accounting for the reasoning ability of rural
children. For the urban group, on the other hand, convergent production of
semantic classes emerged as the only factor to account for students reasoning
ability. 30
Singh O.P. (1994) “A study of creative in high school studeness in relation to
intelligence and socio-economic status.” The mean creativity score of the urban
students was higher than that of students from rural areas. The mean creativity
score of science students was higher than that of arts students.31
24
31. Indian Educational Review Vol. 49 No. II (2000) pp. 532. Indian Educational Review Vol. 46 No. I (2002) pp. 4433. M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 416.
Parsad (2000) and Mohammad (2000): Conducted a study to find out the effect
of discovery method of teaching in creativity of students using Mehl’s test of
verbal creativity as the criterian measure it was discovered that discovery method
of teaching proved significantly effective in developing fluency, flexibility and
originality dimensions of creativity.32
Dharman Gardan (2001): Investigated creativity in relation to Sex, age and
locality with a reprenstative Indian sample which comprised of both boys and
students of the age group 12 ½ years to 15 ½ years were found that urban children
scored higher than the private children in verbal test of creativity.33
Mishra (2002): Conducted a sutdy on boys and girls. He found that there is
insignificant relationship between academic achievement and intelligence quotient
in the case of high and low creative boys and girls. He further found that
correlation between academic achievement i.e. that dependent variable and the
independent variable is insignificant among the high and low creative boys and
girls.34
25
34. M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423. 35. M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423. 36. M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 416.
Sucheta Kumari (2003): A study to find out the instructional and musturig effect
of synetics model of teaching on creativity employing the baqer mehdi’s test
(1996) of general creativity and general creativity test by Sucheta. She found a
significiant effect of Synetics method of teaching on general as well as language
creativity.35
Reeta Sharma (2004): A Comparative study of intelligence, creativity and
educational achievement of Rural and Urban girls and boys (10-14 years) 36
Gupta Arun and Kaul Anil (2007): “Research studies on creativity in India since
1990. A trand analyxis.” Results from the present analysis indicate that there has
been a sharp slump in the researcher oncreativity both in terms of quality and
quantity in india expecially during last decade.37
Jaiswal Vijay & Kumar Manoj (2009): Had studied the impact of creativity
among senior secondary students. They found that emotional and its dimensions
have significant effect on creativity of students.38
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37. Tapan Kumar, Recent of Researcher in Education and psychology, Vol. 7 III-IV (2010) pp. 441. 38. M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423. 39. Verma B.P. and Sood Monika (2011) Indian Educational Abstract Vo. 43, No. 1 Jan 2011, pp 18.
Tapan Kumar Basantia and B.N. Panda (2010) : Conduct a study of
development of creative abilities among elementary schoold students through
Multi-Dimensional Activity – based Integrated Approach and find out that
different aspects of creative abilities of the learners can be developed through
using the different nurturing straticgies and creative inducement programmers.39
Saima Siddiqi (2011): Conduct a study of “A comparative study of creativity
among boys and girls of class VII and find out the boys do not diffe significantly in
all the variables of verbal crativity, except the measures of originality, form the
girls. The results of the present study are in agreement with the finding of Torrance
(1969), Torrance and Aloitti (1969), Richmond (1971), singh (1982) Tegano and
Moran (1989, Lau and Li (1996) who found the existence of significant sex
differences between boys and girls in the test scores of creative thinking ability on
which boys scored significantly higher scores than girls.40
Verma B.P. and Sood Monika (2011) “Creativity gender and thinkng styles” two
thinking styles viz. Legislative and liberal highly creative students were found to
be significantly more inclined than their counterparts low crative students. This
implies that some appropriate intervention programmes to use to develop these two
thinking styles among low creative students.41
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42. Chassel (1916), Recent of Researcher in Education and psychology, Vol. I-II (2006) pp. 38. 43. Cline richards and needhand, III Survey of Research in Education (2001) NCERT pp. 42. 44. Welch (1976) Indian Educational Abstract Vo. 43, No. 1 Jan 2011, pp 40.
2.3 Review related variables in Abroad:
Chassel (1916): “Test for reasoning ability” adapted and devised 12 test. These
were bulding pitures, writing analogues, original analogues, chain puzzles, tringle