Demographic Influences on Creativity and Learning Styles in Elementary School Students

Abstract

The aim of this cross-sectional survey was to investigate creativity (in terms of elaboration ability, originality) and learning style preferences of 303 elementary school students randomly selected from Grade-VI, VII and VIII, from schools of Paschim Medinipur district in the state of West Bengal, India. Creativity was measured using Baqer Mehdi’s Non-Verbal Test of Creative Thinking. Learning style preferences were assessed using the Learning Style Inventory developed by Richard Oliver. Collected data were analysed concerning the age, grade, gender, and social caste of the participants through frequency, mean, standard deviation, percentage, independent samples t-test, one-way ANOVA and Chi Square test. Results revealed that age positively influence elaboration ability, with younger students displayed higher originality. Originality, and overall creativity did not show significant variations across age groups. Grade-VIII students performed best in all aspects of creativity; however, significant difference was present only in elaboration ability. No significant differences based on gender and social caste were observed in all aspects of creativity. A significant age and social caste difference was observed in learning style preferences, however, grade and gender differences were not found. Majority of students preferred unimodal learning styles, with visual learners demonstrating higher elaboration and originality. Elaboration ability was significantly influenced by learning styles preferences, however originality and overall creativity were invariant. The research fills the gap in existing literature by providing a comprehensive analysis of creativity and learning style preferences, offering insights into their combined impact on elementary school students' educational experiences. The findings contribute to the fields of education and social sciences, guiding educators and policymakers in adopting personalized learning approaches based on individual learning styles. This study underscores the significance of understanding creativity and learning styles concerning demographic factors, promoting inclusive and equitable educational practices for elementary school students.