COMPARISON OF COGNITIVE STYLE & CREATIVE THINKING IN A SELECT SAMPLE OF GRADE 10 MALE STUDENTS IN RURAL AND URBAN SAUDI ARABIAAIM OF PROJECTThe aim of this study is to examine the creative thinking scores for rural and urban students and determine whether these students can be categorized as reflective or impulsive. Using the TTCT and MFFT as the benchmark for measurement, of rural and urban students in figural and mathematical subjects. In addition, the opinions of individuals within the educational field (teachers, principals, supervisors), regarding creative thinking in relation to urban and rural students, will be incorporated into our questionnaire.
This study will focus on grade 10 students as participants for two reasons: primarily, according to Piaget’s developmental theory, the formal operational (abstract thinking) stage starts around 12 years of age, which is the early high school level. In addition, Piaget"s theory suggested that children thinking at a formal operational level become more systematic. Also, the ability of hypothical abstract will emerge at this level (Moses and Baldwin 2005). Results of a later study (Smith and Carlsson 1983) also suggest that creative thinking is at its strongest in high school students, peaking at 16 years.
Further, reflective-impulsive style is also influenced by age. STATEMENT OF PROJECTCognitive style refers to individual characteristics (the holist-analytic dimension or the verbal-imagery dimension), which organize and represent information (Adams 2001; Price 2004). Furthermore, cognitive style is an important axis along which to study the individual differences among students in the cognitive process. What are the differences in creative thinking between Saudi rural and urban male students who are categorized as reflective and those categorized as impulsive, and how does their respective cognitive style (RI) relate to creative thinking?
To examine the differences in creative thinking scores between rural and urban male students, using the TTCT and compare these scores between those students categorized as impulsive and those categorized as reflective using the MFFT. (Study 1) To investigate the opinions of individuals, regarding creative thinking in rural and urban male students in relation to mathematical subjects, using interviews for individuals working in the educational field (teachers, principals and supervisors). (Study 2) Definition of Terms MFFT Matching Familiar Figure Test (MFFT) is a specific test that measures the latency of the first response and the accuracy of the same response (Jones 1997).
The test was developed by (Kagan et. al 1964). Latency Rozencwajg and Corroyer (2005) define latency as "time taken to respond" (p. 452). Accuracy Defined as the "number of errors" (Rozencwajg and Corroyer 2005 p. 452) TTCT Torrance Test of Creative Thinking (TTCT) is a specific test to measure five skills of creative thinking (Fluency, Originality, Abstractness of Titles, Elaboration and Resistance to Closure) in individuals (Whorton et.
al 2001). NATURE OF RESEARCHIn this thesis, I will compare and examine RI style and creative thinking using two separate studies, which will gauge students (male) from rural and urban settings in Saudi Arabia: - In study one, male students from rural and urban areas will complete the TTCT so that any differences in creative thinking can be examined. The scores of male students in the TTCT will be compared with male students who categorized as impulsive and categorized as reflective using the MFFT. - In study two, the author will interview individuals who work in the educational field (teachers, principals and supervisors) in both rural and urban areas regarding creative thinking and RI style.
The first research study will utilize a quantitative approach. Results will be generated by analysis of test scores. Specifically, the author will use test responses as a basis for determining differences between rural and urban male students" scores on both the TTCT and MFFT.