Abstract
Inventive Thinking has been identified as one of the core skills needed by the workforce in the 21 st Century. As a result, there have been numerous efforts to develop various teaching and learning programmes that could empower students’ ability in thinking inventively. This study aimed to (1) record and explore, that is by using a series of inferential statistical analyses by means of the Solomon Four-Group Design, of any shift in the participants’ Inventive Thinking abilities and dispositions after the introduction of an intervention programme; and (2) give insights thus, to evaluate the ‘effectiveness’ of the developed intervention programme which was incorporated in the Bahasa Melayu classes. A total of 125 students enrolled in the Bahasa Melayu Brunei-Cambridge GCE A Level in Negara Brunei Darussalam participated in the study. In this study, their Inventive Thinking abilities and dispositions were measured by using The Inventive Problem Solving Quiz and The Inventive Thinking Survey Form pre and post interventions. As a result, the intervention programme contributed to the poorer performance at the quiz by the participants in the experiment group ( M = 42.2, SD = 8.9) as compared to those in the control group ( M =45.8, SD = 5.9), F (1,121) = 5.5, p = .02). Interestingly, it was the experiment group who outperformed the other group in The Inventive Thinking Survey Form (M = 2.8, SD = .29, as opposed to M = 2.7, SD = .4; F (48, 1) = 5.9, p = .02).
Highlights
Alongside of Effective Communications, Digital-Age Literacy and High Productivity, Inventive Thinking has been identified as an important skill for academic achievements (North Central Regional Educational Laboratory and Metiri, 2003) and for economic prosperity needed for the 21st century
This study aimed to (1) record and explore, that is by using a series of inferential statistical analyses by means of the Solomon Four-Group Design, of any shift in the participants’ Inventive Thinking abilities and dispositions after the introduction of an intervention programme; and (2) give insights to evaluate the ‘effectiveness’ of the developed intervention programme which was incorporated in the Bahasa Melayu classes
It was found that participants in the control groups (Groups B and D) recorded generally higher mean scores as compared to those who underwent the intervention programme
Summary
Alongside of Effective Communications, Digital-Age Literacy and High Productivity, Inventive Thinking has been identified as an important skill for academic achievements (North Central Regional Educational Laboratory and Metiri, 2003) and for economic prosperity needed for the 21st century. Inventive Thinking, is defined as “an ability to effectively solve non-typical (creative) problems in various domains avoiding a large number of trials and errors” Barak and Zadok (2007) argue that, as an ability for solving a problem, Inventive Thinking (or Inventive Problem Solving), is comprised of a set of complex, yet not limited to, internal processes that involve the utilisations of knowledge explicitly such as conceptual, procedural, factual and metacognitive knowledge; intuition; a mixture of ordered and disordered thinking, and all of these are influenced by cognitive and affective factors (Barak & Zadok, 2007). To better understand Inventive Thinking, NCREL and Metiri (2003) have divided it into six dimensions, namely, Adaptability/Managing Complexity, Self Direction, Risk Taking, Curiosity, Creativity and, Higher Order Thinking and Sound Reasoning. There are efforts to develop teaching and learning programme that can embolden students’ ability in thinking inventively
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