Schools Pupils’ Perceptions of Factors Impacting on their Creativity Development in Ghana

Abstract

This study examines the pupils’ perceptions of factors likely to impact on their creativity development in public and private primary schools in Asokwa Sub-Metro Authority, in the Ashanti Region of Ghana. Questionnaires were administered to the pupils to examine their attitudes, beliefs, and current school and classroom environments. Pupils were found to possess accurate concepts regarding what constitutes creativity and revealed conflicts with the school and classroom environments. The paradox between public and private schools pupils’ reported support for creativity enrichment and virtual lack of related classroom practice and inadequate school infrastructure is explored as a result of multiple misconceptions and contributing variables. Results tested at the 0.05 level of significance indicated that significant difference existed in the pupils` perception of detail bases on (i) school type; (ii) age; while no significant difference existed in the perception of details of pupils based on school class and gender. Implications are discussed, as well as possible limitations and directions for future research. Further studies would need to be conducted to investigate the conditions under which perception of creativity development in children would be enhanced alongside their academic achievement.

Keywords: Creativity, creative teaching, learning environment, pupils’ perception.