Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender
Mahama, Inuusah *
Department of Education and Psychology, Faculty of Educational Foundations, College of Education Studies, University of Cape Coast, Ghana.
Kwaw, Regine
Department of Education and Psychology, Faculty of Educational Foundations, College of Education Studies, University of Cape Coast, Ghana.
Mensah, Kwame Jonathan
Department of Education, Offinso College of Education, Offinso - Ashanti Region, Ghana.
Acheampong, Ebenezer
Department of African Collections, Sam Jonah Library, University of Cape Coast, Ghana.
Marfo, Richard
Department of Education, Agogo College of Education, Agogo - Ashanti Region, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study sought to explore the moderating role of gender in the relationship between creative thinking and academic performance in English Language and Mathematics among Junior High School students in the Aboom Circuit, Cape Coast.
Study Design: The design for the study is correlational espousing the quantitative approach. The study was guided by two research hypotheses, which were tested using Pearson Product-Moment Correlation and Andrew F. Hayes Moderation Process. The instruments for the data collection were Kumar, Kemmler and Holman (1997) Creativity Styles Questionnaire-Revised (CSQ-R) and standardised-type test developed by experts in the various subject areas.
Results: The study revealed significant relationship between creative thinking and academic performance of students (English Language: r=.432, n=140, p=0.05, p=.003, 2-tailed; Mathematics: r=.401, n=140 p=0.05, p=0.000, 2-talied). The study further revealed that gender moderated significantly in the relationship between creativity and academic performance (English Language: b=-.276, t=-2.398, CI= -.485, -.088; Mathematics: b=-.300, t=-2.198, CI= -.564, -.070). As such, male respondents had higher creative thinking effect in English Language and Mathematics than female respondents (b=.371, t=4.608, CI [.212, .530; b=.219, t=2.286, CI [.030, .407]).
Conclusion: Creative thinking indeed relates to performance, as such, it was recommended that creative thinking should be nurtured among all students in J.H.S. In addition, stakeholders in education should consider including creative thinking in the curriculum and pay special attention to nurturing creative think in female students so that they could match up with their male counterparts.
Keywords: Creative thinking, gender, students and academic performance.