With the most recent NAPLAN data showing that one in three Australian students are behind in their numeracy or literacy skills, the findings could have major implications for educators keen on giving their students an edge in these critical learning areas.
Examining 637 Australian students' NAPLAN performances, researchers found that students who performed well also tended to exhibit higher levels of creativity. In fact, creativity was a better predictor of academic achievement than traditional predictors such as Grade Point Averages (GPAs) and personality traits such as conscientiousness.
Specifically, the study showed that higher flexibility in divergent thinking* was associated with stronger NAPLAN literacy outcomes, while higher mathematical creativity** was associated with stronger NAPLAN numeracy performance.
Higher flexibility in divergent thinking is a student’s ability to generate a wide range of ideas across different categories when solving problems or answering open-ended questions, such as ‘What would happen if people only told the truth?’, while mathematical creativity is when students can find novel solutions, recognise alternative approaches, and think beyond conventional problem-solving methods to answer a problem such as, ‘How many different ways can you make the number eight?’.
UniSA researcher Professor David Cropley says the findings are good news for teachers who strive to engage their students in learning through creativity.
“More and more we’re seeing teachers find unique and interesting ways to spark curiosity among their students,” Cropley, an internationally recognised expert on creativity and innovation, says.
“This may be as simple as fostering an open and inquisitive attitude towards new ideas in class, or as in-depth as interactive role play to decipher the latest English text. It’s all about thinking broadly, looking at problems from different angles, and being flexible.
Cropley says, importantly, the study challenges the stereotype that creativity and academic achievement are at odds, a long-held misconception according to the researcher.
The findings appear to contradict recent calls for a return to ‘back-to-basics’ education and rote learning, with Cropley saying creativity is key to building children’s capabilities in literacy and mathematics.
“Schools should be encouraged to integrate creative thinking into their teaching strategies, particularly in literacy and numeracy where we can demonstrate a clear connection between creativity and academic achievement,” Cropley says.
“Rather than treating creativity as separate from academic achievement, we need to recognise it as a vital component of student success and find ways for teachers to embrace it as part of their approaches to teaching and learning.
“With creativity also being assessed in international benchmarks like the OECD’s Programme for International Student Assessment (PISA), our findings further reinforce the need for schools to balance traditional learning with creative skill development.
The academic, however, is keen to assure schools it’s not an either-or approach.
“Creativity can be implemented in structured school learning environments,” he clarifies.
“But understanding that how creativity is connected to and can boost academic achievement in both literacy and numeracy is very much food for thought.”
To look at the study, titled ‘Creativity predicts standardized educational outcomes beyond GPA and personality’, click here.
