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A comparison of the relationship between creativity, learning style preference and achivement at GCSE and degree level in the context of design and technology project work

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posted on 12.06.2007, 09:55 by E. Stephanie Atkinson
This paper compared the relationship between creativity, achievement and learning style preference in the context of design and technology activity for two contrasting sets of learners. Data was collected from fifty-four students studying on an Initial Teacher Training Design and Technology degree and fifty pupils studying for their GCSE Design and Technology examination. A creativity score for each sample member was established and individual achievement data was collected using marks from coursework projects at GCSE and degree level. Learning style data were collected from all participants using an established Cognitive Style Analysis test. Results indicated that there were relatively few highly creative individuals, and that this was particularly noticeable in the student cohort, however the results did indicate the expected positive relationship between creativity and achievement for both cohorts. Similarities between the two samples in terms of learning style groupings were found. Analysis of the data also indicated that there was a clear relationship between level of achievement, being creative and certain learning styles, although for some learning style categories the results did not support existing research. Creative divergent thinkers did not achieve the expected results. This suggested the potential for a new study to see if the anomalies witnessed in these findings would be found in other pupil and student cohorts. There is also the need to research the relationship between the design process adopted and the way it is assessed to try to ascertain why certain creative pupils belonging to certain learning style categories are not reaching their potential.

History

School

  • Design

Research Unit

  • D&T Association Conference Series

Publisher

© DATA

Publication date

2004

Notes

This is a conference paper

Language

en