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

Arvin E. Narvaza and Edralin C. Manla
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Arvin E. Narvaza: University of Science and Technology of Southern Philippines
Edralin C. Manla: Xavier University-Ateneo de Cagayan

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4315-4326

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.

Date: 2024
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