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Relationship of Creativity with academic achievement -studies carried out in India and Abroad.
Creativity allows us to view and solve problems more openly and with innovation. Creativity opens the mind. A society that has lost touch with its creative side is imprisoned, in that generations of people may be closed-minded. It broadens our perspectives and can help us overcome prejudices.
According to a test developed by NASA, traditional education does not sufficiently value innovative and entrepreneurial thinking – our system even dumbs down the creative genius that we were born with.
Numerous recent research has been conducted on the subject of creativity in academic achievement.
Earlier research has revealed that an individual’s background characteristics affect his/her cognitive and non-cognitive behaviours. Such studies indicated that gender is one of the most significant and influential characteristics of academic achievement. However, the relationship between creativity and academic achievement is limited. Hence, investigators in this research concentrated on gender differences in their examination of the relationship between creativity and academic achievement.
The relationship between creativity and academic achievement has been examined by several investigators. According to one study, creativity is hardly correlated with academic achievement. Their investigation had an important effect on psychology in the field of education and set off a flood of investigations to understand what the nature of creativity was like. Their study involved 449 high school students, whom they examined to find similarities and differences in the groups of students who had scored well on intelligence assessments and students who had scored well on creativity tests (Guilford of scores).
In one of the studies, the students were randomly selected from 68 schools. Three creativity batteries, the Torrance Test of Creative Thinking (TTCT), the Abedi-Schumacher Creativity Test (CT), and the Villa and Auzmendi Creativity Test (VAT), were administered to the students. The academic achievement of the students was assessed using a self-reported achievement in six subject areas: Spanish, Basque, English, natural science, mathematics and social science. Canonical correlation analysis found that when operationalized by their grades, creativity was related to academic achievement for both boys and girls For girls, elaboration related to four of the academic subject areas and fluency related to natural science and mathematics. For boys, flexibility was the predominant factor that related to all six academic subject areas. When operationalized by the other three measures (TTCT, VAT and CT), on the other hand, creativity was scarcely related to academic achievement. Yet, several other researchers also have concluded the idea that creativity is related to academic achievement.
It is not always the case that studies of the relationship between creativity and academic achievement are consistent with each other in their results. Edwards (1965) examined 181 ninth-grade students and found that for these students, creativity was not related to school achievement. In another research investigation, Nori (2002) studied the sex difference and the type of relationship between creativity and academic achievement among high school students in Shiraz city. There were 306 high school students (150 boys and 156 girls) in the research. To measure the rate of creativity, Nori (2002) used an Abedi questionnaire and CGPA for academic achievement. The results were analysed by CGPA for academic achievement. The analysis revealed that there was no significant relationship between creativity and academic achievements.
Thus, we can say that there is positive significant between creativity and academic achievement and higher levels of creativity for students who increase their academic achievements.
