(1) The major purpose of the study was to find out the effect of home – room activities viz. brainstorming and problem solving techniques on the enhancement of creativity of the students. (2) To study the differential effects with regard to sex in creativity of the students. (3) To compare the differential gains in creativity among the students of the three academic subjects areas, viz., English – Science; English – Thai – Social Studies; and English – Mathematics groups. (4) To study the difference in the rating given by teachers and self – rating of the students on the creative behaviour. (5) To study the relationship between the variables of creativity, creative behaviour and intelligence.
The following hypothesis were framed: (1) Brainstorming and problem solving approaches contribute significantly to enhance creative thinking ability of the students. (2) There exists differential effect in the creativity of boys and girls students as a result of experimental treatment. (3) There exists a significant difference in creativity of English – Science; English – Thai – Social Studies; and English – Mathematics groups of the students. (4) There exists a significant difference in the creative behaviour of the students as rated by the teachers and the students. (5) There exists a positive and significant relationship between components of creativity, creative behaviour and intelligence.
The sample comprised 328 Students of Class X from Two Schools of Thailand selected by Stratified Random Sampling Technique.
Raven’s Standard Progressive Matrices, Test of Creative Thinking by E.P. Torrance, and Ideal Student Check List by E.P. Torrance were used for data collection.
The study was Experimental in nature. Pretest – Researcher used Posttest Equivalent Group Design. The Treatment consisted of eight Activities continued for eight sessions. Four sessions were held for Brainstorming whereas four sessions were given for Problem Solving. Each Activity was held in the home – room of 50 minutes per week. The total duration of treatment was 8 week.
The data were analyzed by Mean, SD, t – test, Correlation and ANOVA techniques.
(1) The Brainstorming and Problem Solving activities overall proved useful for fostering creativity in case of the all dimensions of verbal and figural creativity favouring the experimental group. (2) The male subjects had significantly higher level of flexibility than females. (3) Brainstorming and Problem Solving were more useful techniques for enhancing the creativity of the students of English – Science, English – Thai – Social Studies groups rather than English – Mathematics group. (4) No significant difference was found regarding the creative behaviour perceived by the students and the teachers. (5) There exists a positive relationship between verbal fluency, verbal flexibility and verbal originality separately with intelligence and creative behaviour rated by teachers. (6) There was a significant correlation of verbal fluency, verbal flexibility and verbal originality separately with intelligence and creative behaviour by students. (7) For the figural components of creativity no significant relationship were observed between creative behaviour (both rated by the teacher and self- rating of the students) and intelligence.
Keyword(s): Room Activities, Higher Secondary, School Students, Creative Behaviour, Crativity