The Relationship between Creative Thinking, Metacognitive Thinking, and Academic Performance among Secondary School Students in Tanzania

Joshua, Joel Matiku (2019) The Relationship between Creative Thinking, Metacognitive Thinking, and Academic Performance among Secondary School Students in Tanzania. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.

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Abstract

The purpose of this study was to investigate the relationship between creative thinking, metacognitive thinking, and academic performance among secondary school students in Tanzania. The independent variables investigated were divergent thinking, convergent thinking, metacognitive thinking and teachers’ ability to foster creative and metacognitive thinking. These were studied against academic performance as the dependent variable. A total of 444 secondary school students, of whom 217 were males and 227 were females responded to the Guilford’s Alternate Uses Task (AUT, 1967), the Assessment of Convergent Thinking Test Using Insight Problems (ACTT), and the Metacognitive Awareness of Reading Strategies Inventory (MARSI) for measuring divergent, convergent, and metacognitive thinking respectively. The study found moderate but positive and significant correlations (r=0.36 and r=0.48) between divergent and convergent thinking respectively; and academic performance. There was low positive correlation (r=0.14) between metacognitive thinking and academic performance, all at p ≤ .01. The performances on the key independent variables were M=54.32 out of the maximum score of 134 mentioned uses, M=4.67 at the maximum of 12 score out of 15, and m=106.88 at a maximum score of 150 out of 150. Convergent thinking uniquely explained academic performance than divergent and metacognitive thinking, suggesting the independence and suffering of divergent and metacognitive thinking in schooling. Recommendations for the practice of teaching and learning and for future research are provided.

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