Rajnish. (1998). Scientific Creativity of Traditional, Model and Navodaya School Students in relation to certain Psychological and Socio – Demographic Variables. Unpublished. Ph.D., Education. Panjab University,Chandigarh.
The objectives of the study were: (1) To construct problem solving ability test for XI class. (2) To construct achievement test in science for XI class. (3) To study the relationship of psychological variables. i.e. intelligence, problem solving ability, science achievement, self – concept and personality characteristics with scientific creativity of Traditional, Model and Navodaya schools students. (4) To compare the differences in scientific creativity on the basis of sex, urban-rural areas, school and two levels of socio-economic status of Traditional, Model and Navodaya schools students.
The hypothesis of the study were: (1) Intelligence of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (2) Problem solving ability of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (3) Science achievement of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (4) Self-concept of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (5) Personality characteristics of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (6) Socio – economic status of Traditional, Model and Navodaya schools students correlates differently with their scientific creativity - part A and part B. (7a) Students of Traditional school differ significantly in their scientific creativity - part A and part B on the basis of sex. (7b) Students of Traditional schools differ significantly in their scientific creativity - part A and part B on the basis of socio – economic status. (7c) Students of Traditional school differ significantly in their scientific creativity - part A and part B on the basis of area. (8a) Students of Model school differ significantly in their scientific creativity - part A and part B on the basis of sex. (8b) Students of Model school differ significantly in their scientific creativity - part A and part B on the basis of socio – economic status. (8c) Students of Model school differ significantly in their scientific creativity - part A and part B on the basis of area. (9a) Students of Navodaya School differ significantly in their scientific creativity - part A and part B on the basis of sex. (9b) Students of Navodaya School differ significantly in their scientific creativity - part A and part B on the basis of socio – economic status. (9c) Students of Navodaya School differ significantly in their scientific creativity - part A and part B on the basis of area. (10) Traditional, Model and Navodaya Schools students differ significantly in their scientific creativity - part A and part B.
The sample consisted of 600 students of Class XI from Traditional, Model and Navodaya Schools. The sample was selected by Cluster Sampling Method.
Scientific Creativity Test by Kalra, Group Test of General Mental Ability by Tandon, Self – Concept Questionnaire by Saraswati, An Indian Adaptation of 16 PF Questionnaire by Kapoor and Tripathi, SES Scale by Trivedi and Udai Pareek, Problem Solving Ability Test (Test-retest reliability coefficient = 0.81), Achievement Test in Science (Test-retest reliability coefficient = 0.78) developed by researcher were used for data collection.
The Survey Method was used.
The data were analyzed using Mean, Median, Correlation and t – test.
The findings of the study were: (1) Intelligence correlates significantly and positively with both parts of scientific creativity in Traditional, Model and Navodaya Schools (2) Problem solving ability correlates significantly and positively with both the parts of scientific creativity in Traditional, Model and Navodaya Schools. (3) Both the parts of scientific creativity are found to be significantly and positively correlated with the science achievement in the entire three samples. (4) Self-concept is found to be insignificantly correlated with the criterion measures of scientific creativity part A and part B in Traditional as well as in Model schools sample whereas it is significantly and positively correlated with only scientific creativity - part A in Navodaya School sample. (5) Significant correlations of personality factors with the scientific creativity as obtained in Traditional, Model and Navodaya Schools samples are different from each other. (6) In case of Traditional and Model schools, socio – economic status correlates significantly and positively but differentially with scientific creativity. In case of Navodaya School SES does not correlate significantly with scientific creativity. (7) Significant Sex difference is found to be a factor in causing differences in scientific creativity - part A & part B in Traditional school as well as in Model school students. However this variable is not found significant in case of Navodaya School. (8) Socio-economic status of the students in the Traditional school has significant impact but Model school has only impact on the scientific creativity. But there is no impact of SES on scientific creativity in case of Navodaya School. (9) There exist significant differences in the scientific creativity on the basis of area (urban – rural) in case of Traditional school students. (10) There exists significant difference in the scientific creativity between Traditional and Model schools; and Traditional and Navodaya Schools but no significant differences exist between Model and Navodaya Schools.
Keyword(s): Demographic Variables, Psychological, Navodaya School , Model schools, Traditional schools, Scientific Creativity, Socio – Demographic Variables