The focus of this study was to determine whether a relationship existed between the creativity potential exhibited through creativity index scores of the Torrance Test of Creative Thinking and the enrollment of secondary students in the specific coursework of fine arts classes and the International Baccalaureate Diploma Programme. The framework of the hierarchy for the study of creativity designed by Runco (2007) was used as the underpinning for the literature review and subsequent data collection and analysis. Furthermore, the creativity index scores and the ACT and GPA of subjects were analyzed to determine if a relationship existed. The study was governed by two research questions: (1) Is there a statistically significant difference between the creativity index scores from the Torrance Test of Creative Thinking for students enrolled in fine arts courses and students who are not enrolled in fine arts courses? and (2) What is the relationship between achievement data (ACT and GPA) and the creativity index scores from the Torrance Test of Creative Thinking? Little positive or negative relationship between the variables existed, and often, the results were not statistically significant. In general, a relationship between the coursework and creativity index scores or ACT and GPA and creativity index scores was not evident as a result of the analysis of data. A need for teachers, administrators, and students to receive continued education about the value of creativity was present in the review of literature and was addressed as a topic for further study.
|Commitee:||Bernard, Rebecca, Christiansen, Lisa M.|
|School Location:||United States -- Missouri|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Fine arts, Higher education|
|Keywords:||ACT, Creative potential, Torrance Test of Creative Thinking|
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