IMPACT OF CREATIVE THINKING SKILLS ON SCIENCE STUDENTS' ACADEMIC ENGAGEMENT AND SUCCESS IN KWARA STATE SECONDARY SCHOOLS, NIGERIA

Abstract

This study examined the impact of creative thinking skills on the academic engagement and success of science students in senior secondary schools across Kwara State, Nigeria. Using a survey research design, data were collected from 210 Senior Secondary School II (SS 2) science students selected through a multistage sampling procedure from nine schools across the three educational zones in the State. A structured questionnaire titled Creative Thinking Questionnaire (CTQ) was used for data collection, with reliability coefficients of 0.83, 0.88, and 0.81 for its three sections. Descriptive statistics and independent samples t-tests were employed for the analysis of the data. Results revealed that creative thinking skills made learning more enjoyable and enhanced group work engagement in science students (M = 2.58) and also improved problem-solving ability (M = 3.18) and academic confidence (M = 3.54). Similar results were obtained regarding academic success. The t-test analysis indicated a significant gender difference in science students’ creative thinking skills (t(102) = 2.159, p = .033). The study recommends integrating creative thinking skills into science education curriculum, as well as the professional development of science teachers on strategies for imparting and improving students’ learning outcomes via creative thinking skills.