CHAPTER 1

BACKGROUND OF THE STUDY

1.1 Introduction:
Education is a continuous process. It may be formal informal or non-formal.
In formal education teacher has a very important place in improvement of
education. Teachers role in society, I general and in educaiton has been changing
with time but the imporance of this position is same. The teacher is the prerequisite of the success of educational programmes. The main quality of teacher is
the creative towards education. He/she must have the ability to get satisfied from
their respective jobs. So, educational programme should inculcate the qualities in
teacher, so that he/she may be in his best position to impart educaion to students.
God to the only creator. Human being cannot create anything new. Creativity as we
use the them means seeing or expressing new relationship amont things or ideas.
Every child is creative to some extent in this sense of the term. The amount of
creativity and its dimensions vary from individual to individual creative children
are assets to the society. School should aim at the development of creativity in
shcool children to prepare leaders in different walks of national life.
Thinking to also influenced by the mode of reasoning one adopts. Illogical
reasoning often leads to incorrect thinking logic is the science of correct reasoning
1

which helps to think correctly. Therefore, we should cultivate the habit of

reasoning among our children.
Creative thinking means that the predictions and/ or inferenes for the
individual are new. Original, unusual. The creative thinker is one who explores
new areas and makes new ovservations, new predictions new inferences. A creative
action is novel, exploratory and venturesome spirit on the part of the individual.
Uncreative thought to rigid, stereotyped and mechanically operated. According to
guilford, creative thought means divergent thinking and uncreative thought
convergent thinking. Convergent thinking to measured by means of intelligence
test which include items like remembering recognition and manipulation of some
concrete material. These traditional tests do not measure the creativity or
emergence of originals in children. Psychologists in Recent yers, have recognised
the limitations of traditional tests of intellegence to measure the creative ability of
children.
Toirrence, who has attempted to identify creativity in children, has done a lot
of practical work on creativity. He has difined creativity as a process of becoming
sensitive to problems, deficencies, gaps of knowledge, missing elements
disharmonies and so on identifying the difficulties, sarching for solutions, making
guesses or formulating hypotheses about the deficiences, testing and possibly
modifying and retesting them.
2

The term creativity cannot be used synonymously with giftedness.

Therefore, we should not make a mistake of considering every gifted child as a
creative child. Creativity in its all shapes and forms is the hightest expression of
giftedness that may not be found in a perticular gifted child. The problem then lies
in the identification of the creative children. Creativeity, as a natural endowment,
needs simulation and nourishment. Most of creative talent, if not given proper
training, education and opportunities for crative experession, results in wastage.
The termCreativity cannot be used synonymously with giftedness.
Therefore, we should not make a mistake of considering every gifted child as a
creative child. Crativtiy in its all shapes and forms is the highest expression of
giftedness that may or may not be found in a particular gifted child. The problem
then lies in the identification of the creative children.
Creative behaviour and expressions, like other behaviour patterns, possesses
its basic components in the form of cognitive, conative and affective behaviour.
Consequently, we can label a child creative to the extent to which he able to
demonstrate creative aspect in his thinking, feeling and doing behaviour. For such
labeling, we may employ two different approaches.

1. Making use of tests of crativity and

2. Making use of non-testing devices abservation, interview, rating scale,
personality inventory, check-list etc.
School can play on important role in developing and fostering the creativity
among children. In the school environment may be created which is conducive the
kind of behaviour which creativty requires. School environment which may
provide ample opportunity for freedom of though and other creative activities may
be a great factor. The teacher in the class and outside the class may encourage the
spirit of scientific enquiry in students. Tearcher can help to kindle the spark of
creativity among children; as one of the major responsibility of education is the
promation of creativity among students.
Full freedom should be provided to student to experiement with new idea.
The teacher should not emphasize the confirmatory behaviour but new ideas, novel
plans and approach of tackling problems should be encouraged and fostered.
Teacher should encourage student confidence and respect for their own ideas. He
should reward their creative thinking showing respect for imaginative ideas and
encouraging the value of self-initiated learning. The tearchers should help the
children in becoming more sensitive to the environmental stimuli so that they can
think of new creative ideas and encourage manipulation of objects and ideas. The
knowledge of scientific method should be imparted to the students to test each idea
4

systematically which come in mind of the student. The teacher should avoid
complelled method for solution to any problem. The students should be given time
to think about the solution of problem themselves.
Identification of creativity of students become much more impartant in our
developing country like India where there to critical demand for inventative
scientists, enginears, technicians, understanding of students but it would provide
adequate basis for accurately forcasting and developing talent about his future
career. It is a challenging job for teacher to know how to do tings which require to
cultivate these creative processes. The teaching strategies and devices are to be
designed which are effective in developing and expressing creativitiy or talents.
These should be variety of teaching devices so that learning staution may be
generalized for differet creative students.
Reasoning ability is releated concepts psychology and education. Thinking to
defined as an implict problem solving behaviour. Reasoming is also an implict act
and involves problem solving behaviour. Therefor it becomes difficult to make
clear-cut distinction between these processes. However reasoning is regarded as
the highest form of thinking. It is a complex mental process that needs a well
organised brain.

It operates on realizing the highest cognitive objectives of

teaching and learnig. Thurston has extracted reasoning as one of the primarily
mental ability. Reasoning plays a significant role in ones adjustment to ones
5

environment and problem solving. In controls not only ones environment. It

controls not only ones cognitive activities but may also influnce the total
behaviour of an individual.
Reasoning involves a difinite purpose or goal. We resort to reasoning when the
initinal attempts of solving a problem by habitual behaviour fails. One makes use
of ones previous knowledge and experiences in reasoning. All our past
experiences or the knowledge of the rules, principles and techniques are closely
analyzed. We try to see relationship among them and judge their utility in the
present context. In reasoning we try to explore mentally the reason or cause of an
event or happening. The atempt to fin the solution of the question like Why is it
so? How does is happen? is nothing but applicaiton of our reasoning ability to
find the cause and effect relationship. Like thinking reasoning is highly synbolic
function. The ability to interpret various symbols, development of concepts and
linguistic ability help much in reasoning.
Reasoning has always been central to western philosophy. Early psychological
speculations about the nature reasoning grew out of these traditions especially from
the work of philosophers. Normative standards for good reasoning are fundamental
to philosophy.
Reasoning is closely allied with other domains of inquiry in pshychology.
Reasoning, problem solving and decision-making represent different but over6

lapping aspects of human intelligence. Reasoning refers to the process of drawing

conclusions or inferences form information. Reasoning always requires giong
beyond the information. In logic, an inference is called deductive if the truth of the
initial information guarantees the truth of the conclusion. The inference is called
inductive if the truth of the premiser makes the conlusion probable but not certain.
Reasoning abilities are not static.They are developed throught experience and
rendered easier to perform through exercise. Recall that individual differences in
reasoning are substaintially eorrelatated with the amount of information individuals
can hold in working memory while performing some transformation on it the
premises makes the conclusion probable but not certain.
Reasoning abilities are not static. They are developed through experience and
renderd through exercise. Recall that individual differences in reasoning are
substaintially eorrelated with the amount of information individuals can hold in
workingmemory while performing some transformation on it.
Two theories have dominated psychological theorizing about reasoning -: mental
rules and mental models. Both theories were first applied to the study of deductive
reasoning tasks such as syllogisms and then later applied to a broader range of
reasoning tasks. The mental models theory of deductive reasoning posits that the
individual first tranforms the permises of an argument into another representation
that is consistent with the premises, importantaly, multiple mental models that are
7

consistent with the premises must often be constructed and then compared in order
to reach a valid conclusion.
Human reasoning occures at different levels of awareness. Most cognitive scientist
distinguish between tacit and intentional reasoning processes. Tacit processes that
faciliate reasoning occur without concious intervention and outside awareness.
Tacit processes are particularly important in focusing attention and in building an
intial mental model of a problem. Reasoning well in domains of nontrivial
complexity depends importantly on knowledge. Expertise is rooted in knowledge
and experts reason differently about problem.
1.2 Importance of the study:
Early childhood is a crucial stage of life in terms of a childs physical,
intellectual,emotional and social development. Growth of mental and physical
abilities of children progress at an astounding rate and a very high propotion of
learning take place from birth to age six. It is a time when children particularly
need high quality personal care and learning experiences. Education begins from
the moment the child is brought home from the hospital and continues on when the
child starts to attend playgroups and kindergartens. The learning capabilities of
humans continue for the rest of their lives but not at the intensity that is
demonstrated in the preschool years.
8

Creativity is the capacity to create, to produce new things. It is the capacity of the
human brain to reach new conclusions and ideas and to solve problems in an
original fashions. It can manifest in artistic, literary, scientific forms and it can also
unfold in the area of daily life improving its quality. The latter aspect will probably
not leave its mark on the history of humanity but it is basically what makes life
worth living.
Creativity is a key process for personal development and social progress. And it is
therefore included in positive psychology. Creativity is a cognitive style. It frames
how children approach learing and how they interpret and process information.
The ability to think critically and use numerical resoning skills has become much
more important in the work force in recent years. Resoning ability is one of the
most basic skill areas, one that exists in small children well before they are taught
mathematics in school. Reasoning ability it a higher order thinking skill and an
important factor in assessing work performance. Reasoning well in domains of
nontrival complexing depends importanty on knowledge expertise is rooted in
knowledge and experts reason differety about problems than do novice. Because of
this, some have erroneassly assumed that good reasoining is nothing more than
good knowledge. Reasoning is recognized as the core element of human nature,
whether it is in the teaching of socrates, confucious or Buddism. A goal of
education is to prepare citizens with reasoning skills and to create society that is
9

more rational or culture. Reasoning skills are recognized as the key abilities for
human being to create, learn and exploit knowledge. These skills are also an
important factor in the process of human civilization. Therefore the importance of
reasoning ability has been of great concern in educational settings.
1.3 Significance of the Study:
The idea behin this study is to evaluate the creativity and reasoning ability of upper
primary school students and find out the effect of creativity and reasoning ability
on upper primary school students. This study wll examine as to how creativity and
reasoning ability is rclated to the students. Maintenance of mental health, the
progress of a country depends on the maximum exploitation of its hman resources.
The sound mental health is one of the first requisite condition of development.
Teachers and parents must know about the change proper individual educational
and vocaional guidance can be provided to them. It is during this period that
proper habit of responsibilition is evaluated. It should be remembered that piaget
among his different period of congitive growth has given primary importance to
concrete operation and them to fomal operation concreate operational period to the
time for the child to gain experience. The experience gained at this period helps
abstract thinking at a later stage. So the students should abstract thinking at a later
sttage. So the students should be directed to acquire complete knowledge abouta
particular problem and to think about it like, several psychological traits such as
10

intelligence, adjustment, self, conficence, aggession tec. Creativity and Reasoning

ability is also differently distributed among children of different ages. It was a
common abservation that the institutional evironments of our centres of learning
leave much to be desired as for as the development of pupil potentialities is
concerned . According to the report of Indian Education Commission, Even the
talent that enters Schools and Succeeds in climbing the educaional adder does not
flower fully because it is not discovered suffiently early and is often studying in the
poor school.
Obviously the schools are poor or rich with respect to the environments they
provide for their children. Among the various factors which contribute towards
building what may be termed as environment of an institution, mention can be
made of class room communication patterns, teaching strategies and motivation,
incentives, blame and rewards, spirit of competion, climate tec. These variables are
also important form the point of view of developing pupils potentialities of which
creativity and reasoning ability are important.
Reasoning plays a significant role in ones adjustment to ones environment
and problem solving. It controls not only ones environment and problem solving.
It controls not only and cognitive activity but many also influence the total
behaviour of individual. Reasoning abilities are not static. They are developed
through experience and rendered easier to perform through exercise. Recall that
11

individual differences in reasoning are substaintially errelated with the amount of

information individual can hold in working memory while performing some
transformation on it.
Many scholars investigate many variable and field but no on scholar glam to there
variables creativity and reasoning ability of students. This is a huge concept of
today and many problems are faced by students. So the reasearcher decided to
investigate in this field and entitled the problem, Creativity and reasoning ability
of upper primary school students.
1.4 Statement of the Problem:
A STUDY OF CREATIVITY AND REASONING ABILITY OF UPPER
PRIMARY SCHOOL STUDENTS.
1.5 Clarification of Term Used:
Like several psychological traits such as adjustment, self confidence, aggression,
submission etc. Creativity and reasoning ability are differently distributed among
child of different ages. Till now no educational provisions were made for creative
children in India. It has also been observed the academic environment of different
nature puts different impact on the shaping of creative abilities and reasoning
abilities of the children.

12

Many scholars investigate many variable and field but no one scholar glam to these
variables creativity and reasoning ability. This is a huge concept of today and many
problems are faced by students. So, the researcher decided to investigate in the
problem. Creativity and reasoning ability of upper primary students.
Creativity:
According to Simpson: Creative ability is the initiation that one manifests by his
power to break away the usual sequence of thought.1
According to Calvin W. Taylor: Creativity can underline progress in any field of
activitiy.2
Accoridng to George K.Binnet: Creativity is multiphasic and it has not same
meaning for all.3
_________________________
1. Sharma B.N. Educational Psychology, (2006) pp. 31
2. Sharma B.N. Educational Psychology, (2006) pp. 32
3. Sharma B.N. Educational Psychology, (2006) pp. 33
4.

According to Stein: A process is creative when it results in a novel owrk that is

accepted as tenable of useful or satisfying by a group at same point in time.4
According to MC Kinnon: It is a process extended in time and characterzed by
originality adaptiveness and realization.5
13

According to Mednick: Creative thinking consists of framing new combinations

of associative elements which either meet specified requirement or in same way
useful. The more matually remote the elements of the new combination the more
creative is the process or solution.6
According to Thurstone: An act is creativity if the thinder reaches the solution
in sudden closure which necessarily implies some novelty to him.7
Accordiong to Taylor: A process is creativewhen it results in a novel work that is
accepted as tenable, useful or satisfying by a group at a point in time.8

5.
6.
7.
8.

Dr.
Dr.
Dr.
Dr.

Kulshreshta,
Kulshreshta,
Kulshreshta,
Kulshreshta,

S.P.
S.P.
S.P.
S.P.

Educational
Educational
Educational
Educational

Psychology,
Psychology,
Psychology,
Psychology,

pp.
pp.
pp.
pp.

295
295
295
295

Accoriding to Gilford:
1.
2.
3.
4.

Ability to go beyond the immediate solution.

Ability to redefine the problem or some part of it.
Ability to cops with ideas that are unusual.
Ability to change or having new approach to the problem9.
14

According to Torrance: I have chosen to define creative thinking as the process

of sensing gaps or disturbing missing elements, forming ideas or hypothesis and
communication of the results, possibly modifying and rte-testing the hypotheses.10
According to CV Good: The factor of creativity are tentatively described as
associate the ideational, fluency originality adaptive and spontaneous flexiblity that
make logical evaluation.11
According to Medniks: Creative thinking consists of forming new combination
of associative elements.12
According to Simpson: Creative thinking involves new forms of thinking away
from traditional forms.13
9. Sharma Yogendra, The Text Book of Educational Psychology, Kanishka
Publisher (2003) pp. 356
10.Sharma Yogendra, The Text Book of Educational Psychology, Kanishka
Publisher (2003) pp. 356
11.Sharma Yogendra, The Text Book of Educational Psychology, Kanishka

According to Thurstone: An act is creativity if the thinker reaches the solution

in sudden closure which necessarily implies some novelty to him.14
According to Gates: Reasoning is the terms applied to highly purposefully,
controlled selective thinking.15

15

According to George albee, Reasoning is the capacity for consciously making

sense of things applying logic, establishing and varifiying facts, and changing or
justifying pratices, institutions and beliefs based on new or existing information.16
According to john. R Anderson: It is closely associated with such
characersitically human activities as philosophy, science, language, mathematics
and art and is normally considered to be a definitive characterizstize of hman
nature.17
According to Amit Abraham: The concept of reason is sometimes referrred to as
rationality and sometimes as discursive reason in intutive reason.18
13.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
14.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
15.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
16.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
17.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
18.

62
62
62
62
62

According to liarrett: Reasoning is stepwise thinking with a purpose or goal of

mind.19

16

According to Narendra Nath Sen Gupta: Reasoning is associated with thinking,

Cognition, and intellect. Reason like habit or intuition, is one of the ways by which
thinking comes form one idea to a related idea.20
According to Sudhir Kakar: The field of logic studied ways in which human
beings reason through argument.21
According to Indra Sen: A reasoning is a consideration which explains or
justifies some event, phenomenon or behaviour.22
According to Lauren Allor: The process of forming conclusins, judgements or
inferences from facts or premises.23

19.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
20.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
21.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.
22.Dr. Suri, S.P. Dr. Sodhi, T.S., Prof. Dumral, B.D., Dr. Dumral, Prabjot,
Phychological Foundation of Education Bawa Publications, (2005) pp.

17

62
62
62
62

1.6 Objective of the Study:

1.

To compare the crealivity of govt. and Non-Govt. uperprimary Schools boy

2.

students.
To compare the crealivity of Govt. & Non-Govt. uper primary schools Girl

3.

students.
To compare the reasoning ability of Govt. and Non-Govt uper primary

4.

schools boy students.

To compare the reasoning ability of Govt. and Non-Govt. uper primary

5.

schools Girls Students.

To compare the Crealivily of Urban & Rural uper primary schools boy

6.

students.
To Campas the crealitivity of Urban & Rural uper Primary Schools Girl

7.

students.
To compare the reasoning ability of Urban & Rural uper primary schools

8.

Boy Students.
To compare the reasoning ability of urban & rural uper primary schools Girl
students.

18

1.7 Hypotheses of the study:

1.

There is no significance difference between creativity of govt. school and

2.

Non-Govt. uper primary Schools Boy students.

There is no significance difference betwen creativity of govt. school and

3.

non-govt. uper primary school girl students.

There is no significance difference between reasoning ability of govt. school

4.

and Non-Govt uper-primary schools boy students.

There is no significance difference between reasoning ability of uper

5.

primary schools Girl Students.

There is no significance difference between creativity of urban and rural

6.

upper-primary schools boy students.

There is no significance difference between creativity of urban and rural

7.

uper-primary schools girl students.

There is no significance difference between reasoning ability of urban & rual

8.

uper-primary schools boy students.

There is no significance difference between reasoning ability of urban &
rural uper primary schools girl students.

19

1.8 Delimitation of the study:

1.
2.
3.
4.
5.

The study was conducted on students of Govt. School.

The study was conducted on students of Private School.
The study was conducted on students of Rural Areas.
The study was conducted on students of Urban Areas.
The study was delimited to Yamuna Nagar District only.

20

CHAPTER-II
REVIEW OF RELATED LITERATURE
2.1 Introduciton:
The study of related literature works as a guiding post not only in regard to
the question of work done in the field but also enables s to percive the gap and
lacuna in the concerned field of research.
Research can be conducted accurately only if the research knows what has
been done in that field by others a good research therefore, makes every effort to
dig far and near stages concerned and also the stages that need to be searched a
studey of related literature is of paramount importance because in the absence of
related literature the investigator is in wilderness as a slip without a compass in
ocean
Review of Literature consists of two wards,
Review+literature = review of literature
When the term review means to organize the knowledge specific area of
research to evolve an edifice of knowledge to show that his study would be an
addition to this field and the term literature is used with reference to the language.

21

Review of the related literature acquaints the researcher with current

knowledge in the field or area in which he is going to conduct his research.
Research is like a flow of river, which is always in action. Best (1963) considered
the survey of related literature as an important pre-requisite to actual planing and
execution of any research project to support his view by putting forward the
statement. It benefits researcher in three ways.
i.
ii.
iii.

To avoid duplicaiton of work.

To explor e areas worth researchable.
Directs Research.
Review of related implies locating, reading and evaluating report of research

as well as reports of casual observation and opinion that are related to individuals
planned research project. It gives a scholar a understanding of previous work that
has been done. It enables to know the means of getting to the frontier in the field of
ones problems. These studies reveal as to how much work has alredy been done in
certain field, which methods have been used to collect and analyses data and what
have been their findings, suggested solutions and reommendations etc.

22

2.2 Review of related variable studies in Indian Contaxt:

Shukha J.P. (1980) In his study creativity throughcultures during the period of
formal operation at ph.W. No. Significant difference among the students of
different of differet age group, idfferent grade and sex as regard to the various
dimensons of creativity.24
Sen Gupa (1981): Intellective and non intellective factors assiciated with
engineeringcreativity. To investigate systematically difference in mechanical
reasoning with pertained to mechanical and physical principles in familiar
situations between high and low creative groups to compare differences groups on
a measure of value orientation based on strangers theory of value.25
Mistra K.S. (1982): Investigated on Effect of Childrens perception of Home and
School Environment on their creativity and found that girls excelle boys in overall
crativity and influnence flexibility and orginality.26
Saxenas (1983): A study of need achievement in relation to crativity, value level
of creativity, value, level of aspiration and anxiety. Correlation between n-ach and
creativity was significant among the sub of high and low creativity levels.27
23.Sharma A.K. (1988-92)
New Delhi, pp. 1649.
24.Sharma A.K. (1988-92)
New Delhi, pp. 1649
25.Sharma A.K. (1988-92)
New Delhi, pp. 1842
26.Sharma A.K. (1988-92)
New Delhi, pp. 1842

fifth survey of Eudcational Research, Vol. II, NCERT,

fifth survey of Eudcational Research, Vol. II, NCERT,
fifth survey of Eudcational Research, Vol. II, NCERT,
fifth survey of Eudcational Research, Vol. II, NCERT,
23

Pande, G.Cs (1985): Factor analysis revealed that reasoning ability had a
significant loading on the mathematics factor and verbal comprehension on the
civics and history factor. 28
Singh, S.S. (1988): Investigation was on the relationship between achievement of
certain concepts in physical chemistry and certain selected intellectur abilities
exemplified in the SI model of guilfoid. He found a significant relationship
between achievement and reasoning ability. The achievement factor had high
loading of reasoning ability variables.29
Suri, I.S. (1989) : Tested this assumption in a study of the reasoning ability of
rural and urban students. Factor analysis of data yielded cognition of semantic
classes, cognition of semantic relations and convergent production of semantic
implications as three major factors accounting for the reasoning ability of rural
children. For the urban group, on the other hand, convergent production of
semantic classes emerged as the only factor to account for students reasoning
ability. 30
Singh O.P. (1994) A study of creative in high school studeness in relation to
intelligence and socio-economic status. The mean creativity score of the urban
students was higher than that of students from rural areas. The mean creativity
score of science students was higher than that of arts students.31
27.Sen Gupta (1981) Recent Researches in education and psychology, Vol. 7 No. IIIIV, (2003) pp. 102
28.Sharma S.S. (1988) Recent Researches in education and psychology, Vol. 8 No.
III-IV, (2004) pp. 109
29.Suri I.S. (1989) fifth survey of Eudcational Research, Vol. II, NCERT, New Delhi,
24

Parsad (2000) and Mohammad (2000): Conducted a study to find out the effect
of discovery method of teaching in creativity of students using Mehls test of
verbal creativity as the criterian measure it was discovered that discovery method
of teaching proved significantly effective in developing fluency, flexibility and
originality dimensions of creativity.32
Dharman Gardan (2001): Investigated creativity in relation to Sex, age and
locality with a reprenstative Indian sample which comprised of both boys and
students of the age group 12 years to 15 years were found that urban children
scored higher than the private children in verbal test of creativity.33
Mishra (2002): Conducted a sutdy on boys and girls. He found that there is
insignificant relationship between academic achievement and intelligence quotient
in the case of high and low creative boys and girls. He further found that
correlation between academic achievement i.e. that dependent variable and the
independent variable is insignificant among the high and low creative boys and
girls.34

31.Indian Educational Review Vol. 49 No. II (2000) pp. 5

32.Indian Educational Review Vol. 46 No. I (2002) pp. 44
33.M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 416.

25

Sucheta Kumari (2003): A study to find out the instructional and musturig effect
of synetics model of teaching on creativity employing the baqer mehdis test
(1996) of general creativity and general creativity test by Sucheta. She found a
significiant effect of Synetics method of teaching on general as well as language
creativity.35
Reeta Sharma (2004): A Comparative study of intelligence, creativity and
educational achievement of Rural and Urban girls and boys (10-14 years) 36
Gupta Arun and Kaul Anil (2007): Research studies on creativity in India since
1990. A trand analyxis. Results from the present analysis indicate that there has
been a sharp slump in the researcher oncreativity both in terms of quality and
quantity in india expecially during last decade.37
Jaiswal Vijay & Kumar Manoj (2009): Had studied the impact of creativity
among senior secondary students. They found that emotional and its dimensions
have significant effect on creativity of students.38

34.M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423.
35.M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423.
36.M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 416.

26

Tapan Kumar Basantia and B.N. Panda (2010) : Conduct a study of

development of creative abilities among elementary schoold students through
Multi-Dimensional Activity based Integrated Approach and find out that different
aspects of creative abilities of the learners can be developed through using the
different nurturing straticgies and creative inducement programmers.39
Saima Siddiqi (2011): Conduct a study of A comparative study of creativity
among boys and girls of class VII and find out the boys do not diffe significantly in
all the variables of verbal crativity, except the measures of originality, form the
girls. The results of the present study are in agreement with the finding of Torrance
(1969), Torrance and Aloitti (1969), Richmond (1971), singh (1982) Tegano and
Moran (1989, Lau and Li (1996) who found the existence of significant sex
differences between boys and girls in the test scores of creative thinking ability on
which boys scored significantly higher scores than girls.40
Verma B.P. and Sood Monika (2011) Creativity gender and thinkng styles two
thinking styles viz. Legislative and liberal highly creative students were found to
be significantly more inclined than their counterparts low crative students. This
implies that some appropriate intervention programmes to use to develop these two
thinking styles among low creative students.41
37.Tapan Kumar, Recent of Researcher in Education and psychology, Vol. 7 III-IV
(2010) pp. 441.
38.M.B. Buch, III Survey of Research in Education (2001) NCERT pp. 423.
39.Verma B.P. and Sood Monika (2011) Indian Educational Abstract Vo. 43, No. 1
Jan 2011, pp 18.
27

2.3 Review related variables in Abroad:

Chassel (1916): Test for reasoning ability adapted and devised 12 test. These
were bulding pitures, writing analogues, original analogues, chain puzzles, tringle
puzzle, pages ring, complection test, code test, economic propheciry invention for
sheet music and novel situation.42
Cline richards and needhand (1963): Explored seven creativity measured such
as providing synonyms for a given word. Specifying used of a comon within more
complex geometric forms and solving match sticks problem the subjects were 79
male and 40 female high school students.43
Welch (1976): Prepared a four part times test. It requires subjects to constuct
meaningful sentences from group of words. Construct letters from alphabets
according to certain criteria construct a short story from list of 20 words. Construct
of furniture from 10 wooden blocks total scrores and scores for each of the 4 part
were compared for 30 professional artist. 25 female and 48 unselected study.44

42.Chassel (1916), Recent of Researcher in Education and psychology, Vol. I-II

(2006) pp. 38.
43.Cline richards and needhand, III Survey of Research in Education (2001) NCERT
pp. 42.
44.Welch (1976) Indian Educational Abstract Vo. 43, No. 1 Jan 2011, pp 40.
28

Annie K.J. (2007): A study of creativity among over achievers and under
achievers students of IX standard in relation to certain psycholosical factor. The
students of the standard poses vary in respect of their anxiety economic value and
social value, the boys and girls belonging to over achieving under achieved and
normal achieving group differ in their verbal creativity. 45

45.Annie K.J. (2007) Indian Educational Abstract Vo. 43, No. 1 Jan 2007, pp 45.
29

CHAPTER 3
RESEARCH METHOD AND PROCEDURE
3.1 Introduction:
A well though plan of action in advance followed by systematic execution
brings out fruitful results. Any research activity to be carried out must be well
planned before hand any problem whether educational researcher or can be
resolved only on the basis of data because data is to figure a research design
regarding the problem concerned on the basis of data collection.
To carry out any type of research investigation, it is very important to be
well planned and systematic. In order to make a research investigation objective
and precise, scientific methods play a very important roele. The investigator needs
to use procedures that apply some rational logical order in establishing connections
between the various objects under observation.
An educational and scientific problem can be resolved only on the basis of
data, as it provides the basis for obtaining results. Many different methods and
procedures have been developed to add the acquisition of data. It is very crucial for
the researcher to develop a research design which includes the plan and procedures
to be used for conducting the study. It includes the process of collection of data, the
treatment of the data etc.
30

This section should outline the research plan. It should describe in detail, the
procedure used for the collection of data, the tools and the statistical techniques
used in analyzing and interpreting he raw data.
This is the most important step in the developing of any research plan. In
order to explain the procedure used for the study, the investigator has discribed the
procedure of collection of data from the selected sample, procedure used in
tabulating and organizing the data, the tools used and the statistical techniques used
to analyze the data.
This chapter helps to describes just what must be done how it was done,
what data was needed, what data gathering devices analysed and draw the
conclusion.
It includes discussion of following aspects.
1.
2.
3.
4.
5.
6.

Methodology Used.
Population and Sample.
Description of the Tool
Design of the Study
Procedure
Statistical Technique to be used for Data Analysis.

31

3.2 Research Method:

There are certain methods involved in modern researches. Every study is
distinguished on the basis of its different purposes and approaches. There are
different methods like historical, survey, experiment.
The present study is Creativity and Reasoning ability of students of Govt.
and Non Govt. Schools. The investigator used survey method.
3.3 Population:
A

population is any group of individuals that have one or more

characteristics in common that are of interest to the researcher. It means all those
people or document etc. That are purposed to be covered unde the scheme of study.
On the basis of objectives of the study, the population of the present study was the
comparison between creativity and reasoning abiity of upper primary student of
Govt. And non govt. Schools of Haryana Distt. Yamuna Nagar.
3.4 Sample:
The

primary purpose of research is to discover principles that have

universal application, but to study a whole population and to arrive at

generalization would be impractical, if possible if one studies the whole universe.
Fortunately, the process of sampling makes it possible to draw valid inferences or
generalizaion on the basis of careful observation of variables within a relatively
32

small proportion of the population. This representative proportion of the population

is called a sample. A sample is miniature picture of the entire group or aggregate
from which it has been taken and sampling is a process by which a relatively small
number of individuals is selected and analyzed in order to find out something about
entire population from which it has been selected.
The adequacy and representation of a sample depend upon the method used
in drawing the sample. The important methods include random samling,
systematic, stratified, cluster, multistage, purposive sampling etc.
The method of sampling in the present study is random samling. The control
in sampling is identical as representative are of Yamuna Nagar District and Upper
primar students.

33

3.5 Sampling:

Flow Chart:
Total Samples
(150) students

Govt. School Students (75)

Boys
(40)
Rural Urban
(20) (20)

Non Govt.School Student (75)

Girls

Boys

Girls

(35)

(40)

(35)

Rural Urban
(17) (18)

Rural Urban
(20) (20)

34

Rural Urban
(17) (18)

3.6 Selected Sample Listed:

Sr.No.
1.
2.
3.
4.
5.
6.
7.
8.

Name of school
Govt. Sr. Sec. School, Chamrori
Govt. High School, Bubka
Govt. Sr. Sec. School, Camp YNR
Govt. High School, Kajnu
I.P.S. School, Radaur
S.V.N.Sr. Sec. School, YNR
Doon Public School, Bubka
Sarswati Vidhya Mandir, Alahar
Total

Students
25
20
25
15
20
15
20
10
150

Boys
13
10
12
10
10
10
10
5
80

3.7 NAME OF RESEARCH TOOLS :

Sr.No.
1.
2.

Name of the tools

verbal creativity test
Reasoning Ability

Constructed by
Dr.Baqer Mehdi
Dr. K.M. Sadhna Battnagar.

35

Girls
12
10
13
5
10
5
10
5
70

3.8 Description of Tools:

3.8.1 Verbal Creativity Test :
Introduction:
The verbal test which has been described in the present manual is part of the
total battery which consist of both verbal and non-verbal test. The verbel test of
creativity includes four sub-tests namely consequences test , similarity test and
product improvement test.
1. Consequence test - The consequence test consist of there hypothetical
situations [a] what would happed if man could fly like birds? [b] what would
happed if our schools had wheels?and (c) What would happed if man does
not have any need for food?
The subjact is required to think as many consequenes of these situations as he
can, and write them under each situation in the space provided.The situations
being hypothetical minimize the effect of experience and also provide the
subject with anunlimited opportunity and originality. An example is given on
the test booklet to acquaint the subject with the nature of the test. The time
allowed for there problem is 4 minute eash.
2. Unusual Used Test This test present the subject with the name of three
common object a piece of stone ,a wooden stick ,and water and requires
him to write as many novel,interesting and unusual usesof these object as he
36

may think of. The example given on the test booklet properly acquaints the
subjects with the nature of task.this test measures the subject ability to
retrieve items of information from his personal information in storage.
Evidently, it measure also the subjects ability to shift frame of reference to
use the environment in an orignal manner. The time allowed for the there
tasks is 5 minutes eash.
3. New Relationships Test- this test presents the subject with three pairs of
words apparently diffrent-tree and house , chair and ladder, air and water and
requires him to think and write as many novel relatonships as possible
between the two objects of each pair in the space provided. The test provides
an opportiunity for the free play of imaginalion and originality. The time
allowed for each pair of words is 5 minutes.
4. Product Improvement Test- In this test, subject is asked to think of a
simple wooden toy of a house and suggest addition of new things to it to
make it more interesting for the children to play. The time allowed is 6
minutes
This total time required for administering the test is 48 minutes in addtion to the
necessary for giving instruction passing out test booklets to children and collection
them back
VALIDITY:

37

The test was administered to two samles- one urban and the other rural
consisting of 300 and 175 pupils respectively studying in classes VI and VIII. Each
item was scored for fuency, flexibility and originalitly. The raw scroes for each
item were converted into T score with a mean of 50 and SD 10 and were added up
to get the total score for each item. The item score were then correlated ,first ,with
the total activity scores, and then with the grand total i.e the total of all four
activities. The total actively scores were also correlated with the grand total.
Another method for studying the usefulness of the items in a givan activity was to
obtain separate scores for fluency, flexibility and originality for each set of items
under a given activity in order to see how the factor scores were correlated among
themselves and how they correlated the grand total
RELLABLITY:
The test- retest reliabilities of the factor score and also the total score were
obtained on a small [N=31] As will be seen both the factor and the total creativity
score reliabilities are considerable high ranging from 896 to.959. These are highly
satisfactory. The reliability of the total creativitly score which came out to be. 959
is again quite high. Inter reliabilities for the scores in one study were found to
range form.653 to 981

38

The validity coefficients for factor scores and total creativity score are high
enough [sig. Beyond .10 level to place confidence in the use of the test . Higher
correlations with teacher ratings rating are usually not obtained due to the
unreliability of the ratings
SCORE ANALYSIS:
The following points haven been mentioned in order to facilitate the
interpretation of scores by the test under.
1.

The score on the test give information about those thinking abilities which
are not measured by intelligence test. These abilities have been found to be

2.

related to creative thinking .

In the absence of norms for different groups, interpretation has to be based
on high and low score on the test .the group is sufficiently heterogneous it is
recommended that score which are 1 S.D .above the mean shuold be used to
mark out the high creativity group, and those which are 1 S.D. below the

3.

mean should be used to desigand low creativity group .

The total raw fluency, flexibility and originally score should not be added up
to obtion a composite creativity score without converting them to standard
score instead of raw score. As has been pointed above, this is because of
differences in standard deviations of fluency, flexibility and orginality score.

39

4.

In the absence of information about the use of separate factor score, it is

recommended that only the composite creatvity score should be used for

5.

grading pupils on creativity .

Research workers who use the test on a specific sample should prepare their
own norms if necessary .

Distributioh of reasonin ability Index:

There are 35 statements which are related to inductive deductive reasoning
ability. It is useful for the age group of 12-18. It can be practised on the upper age
group also. For the insepetion time limit to 45 minutes one stateemnt tabes one
minute from the begining of the test researcer declaired the instructtion so that
there will be no doubt in the testing hours. After the 35 minutes when time limit is
over. Researcher collected the question paper. Marks are given according to answer
key where all the question are in solved from. One makrk is given to one right
question.

40

Answer key
Item

Ans.

Item

No.
No.
1
A
8
2
B
9
3
C
10
4
B
11
5
D
12
6
D
13
7
C
14
Standardisation of test

Ans.

Item

A
C
A
A
D
A
D

No.
15
16
17
18
19
20
21

Ans.

Item

C
B
A
C
B
A
D

No.
22
23
24
25
26
27
28

Ans.

Item

Ans.

D
D
B
C
C
C
C

No.
29
30
31
32
33
34
35

C
A
A
C
C
A
A

Reliability and validity

For the standardisation of the test sample of 800 students (10th, 12th) has been
choosen. There are boys and girls are in average numbers who are related to
different social and economic group. After the analysis found: reliability score
0.87.
Validity score 0.83 (N=150 and 200) according to gargs problem solving
eligibility tests validity score is 0.89 wherever for testing the mental ability ocis
organised a self made observation and found the validity score 0.86 n=100 and
150)
Management of Test

41

Management of the test is easy. Before the starting of the test researcher must have
the surity that the seating arrangement is in the comfortable situation. The total
time period for the test is 60 minutes.
Guidline for researcher:
We want to assess your mental abilities/evaluation through thos test you have 30
mineutes for thos test. So give the answers carefully and as earlier as possible.
Every question has one specific answer which is given on the question-paper. So
you have to choose the best option.
For the example:
Three chothes tables the two hours in draining. How much time will take the mine
clothes.
(a) Two Hours ()

(b) Six Hours ( )

(c) four hours ( )

(d) Eight Hours ( )

The right answer for the question is two hours. As it has been indicated.
Usefulness of the test.
Problem Solving ability and numerical ability has a positive correlaltion. With the
help of this test we can evaulate weather the 13-18 age group students have the
problem solving ability or not. As earlier it had been indicated that this test has
42

been stardardised on the sample of 1800 students which have een taken from Aagra
Mathura, Aligarh. 14-18 age group students included boys and girls are included in
this test. Thge marks are classifed according to following table.
Classification of the reasoning ability of different level of :
Grad

Classification
Age 13-14

Range of Scores
Age 15-16 yrs Age 17-18

e
A

Very high reasoning

yrs
30 and

32 and above

yrs
34 and above

B
C
D

ability
High reasoning ability
Average reasoning ability
Very high reasoning

above
25-29
18-24
12-17

27-31
20-26
15-19

29-33
22-28
18-21

ability
Very Low reasoning

11 and

14 and below

17 and below

ability
below
3.9 ADMINISTATION OF TOOLS:
Investigator went to various schools on separate days and explained the
sigtnificance of the test to senior secondary school Students. Investigator gave the
opinion papers to the students and asked them to give their response freely to these
questions. There was no limit of time after the completion of ht etest; response
sheets was collected from the students.
3.10 USED STATISTICCAL TEHNIQUES:
43

i.

Mean

ii.

Standard Deviation

iii.

C.R. value

1.

Mean:
The mean is probably the most useful of all statisical measures, for, in
addition to the information that it provides, it is the base from which many
other important measures are computed.
The mean of a distribution is commonly understood as the arithmetic
average. The term grade-point average, familiar to students, is a mean value.
It is computed by dividing the sum of all the scores by the number of
scores.46
The mean is the sum of the separeate score or meansures divided by their
46.Best, John W. And James V. Kahn (1998 Re-edition) Research in Education
Allyn and Bacon Press, London, PP-343.

number.47
M=

X
N

X= sum of scores

2.

M = mean
N = Number of scores
Standard Deviation:
Standard Deviation: The square root of the squares of individual deviation
from the mean, in series.
James dreves 1968
Although the deviation approach (Just used in the previous calculation)
provides a clear exaqmple of the meaning of variance and standard
44

deviation, in actual practice the deviation method can be awkard to use in

computing the variances or standard eviations for a large number of scores.
A less complicated method, which results in the same answer, uses the raw
S~CIES instead of the deviation scores. The number values tend to be large,
but the use of a calculator facilitates the computation.
In the case of standard deviation, the deviation from the mean are squared up
to eliminate the pluse and minus signs. The sum of squares of deviation is
then divided by the total number and the square root of the obtained values

47.Best, John W. And James V. Kahn (1998 Re-edition) Research in Education

Allyn and Bacon Press, London, PP-350.

is the standard deviation.

The standard deviation, the square root of the variance, is most frequently
used a a measure of spread or dispresion of scores in the distribution.48
The formula for standard deviation of a population is

3.

D= deviation from mean

D2= sum of the squared deviations taken from mean
N= no. Of scores.
CR value:
CR value is a critical ratio in which a more exact estimate of the of ois used t
is a Cr but all CRs are not ts. The sampling distribution of t is not normal
when N is smaller than 30.

45 Re-edition) Research in Education

48. Best, John W. And James V. Kahn (1998
Allyn and Bacon Press, London, PP-350.

M1 = SE of the mea of the first sample.

M2 = SE of the mean of the second smaple
SD21= Square of SD of the first smaple.
SD22= Square of SD of the second sample.
N1 =Size of the first sample.
N2 = size of the second smaple.

46

CHAPTER IV
ANALYSIS AND INTERPRETATION OF DATA
4.1 Introduction:
According to Olier R.A.c., When the data has been obtained it is necessary
to organize for interpretation and presentation. Qualitative data may have to be
summarized and quantitative data may have to be treated significance clear.
The next step after collecting the data is of its analytsis because he data as
such has no meaning unless it is analyzed and interpreted by sophisticated
statistical techniques in order to arrive at certain reliable and valid conclusions.
However, valid reliable and adequate data may not be serve any worth while
purpose unless it is carefully edited, systematically classified and tabulated,
scientifically analyzed, intelligently, interpreted and rationally concluded. Analysis
of data means categorizing, ordering, manipulating ans summarizing of data to
obtain answer to the Research questions. It involves in breaking up the complex
factors into simple parts and putting them in new arrangement. Some statistics
techniques help a researcher in order to determine inherent factors or meaning
lying against collected data.
4.1

To compare the significant of mean differences of creativity between govt.

And non-Govt. Boys.
47

Table no. 1
Schools Boys

Nean

S.W.

C.R.

Level of significance

Value
Govt. School

40

31.10

5.85

Boys
Non Govt.

40

71.10

12.02

School boys

21.15

0.05

0.01

Significant

Significan

difference

t
difference

(df=(40-1)+(40-1)=78)
Interpretation:
In above table no. 1 the mean and standard diviation values are given of creativity
of boys of Govt. And non-govt schools. The mean values of creativity of govt and
non-govt. Boys are 31.10, 71.10 and standard deviation are 5.58 and 12.02
respectiviely.
The calculate C.R. value of creativity in both groups is 21.15. The table
value of C.R. value of C.R. value is at the level of significance 0.01 and 0.05 for
the degree of freedem 78 are 2.60 and 1.96 respectively, which is less than its
calculated value as both levels of significance (i..e. 0.01 & 0.05). this perusual that
the null hypothesis has been rejected and declared that three is significant
difference between creativity of govt. And non govt school boys, so it represents

48

difference between creativity of boys of govt and non govt. Schoools. Non govt.
Schools boys have more creative power than government schools boys.

49

Gaph No. Giv. 1

RELATED BAR DIAGRAM SHOWS MEAN & S.D. OF CREATIVITY
OF BOYS OF GOVERNMENT AND NON GOVERNMENT SCHOOL
31.10

80

5.85

71.1
70
60
50
40

Series 1

Column1

31.1
30
20
12.06
10

5.85

0
Govt. School Boys

Non-Govt. School Boys

71.10

12.02

Related bar diagram show mean & S.D. of Creativity of boys of government
non government school.
4.2 To compare the significant of mean differences of creativity between govt. And
non govt. Girls.
50

Table no. 2
Schools
Girls
Govt.

Nean

S.W.

C.R.

Level of significance

Value
35

31.10

5.85

School Girls
Non Govt.
35

71.10

12.02

School Girls

21.15

0.05

0.01

Significant

Significan

difference

t
difference

(df=(35-1)+(35-1)=68)
Interprentation:
In above table no. 2 the mean and standard deviation values are given of creativity
of girls of Govt. And non-Govt. Schools. The mean values of creativity of Govt.
And non non Govt. Girls are 31.10 , 71.10 and standard deviation are 5.58 and
12.02 respectively.
The calculate C.R. value of creativity in both groups is 21.15. The table value of
C.R. value is at the level of significance 0.01 & 0.05 for the degree of freedom 68
are 2.60 and 1.96 respectively , which is less than its calculated value as both
levels levels of significant (i.e. 0.01 0.05) this perusal that the null hypathesis has
been rejected and declared that there is significant difference between creativity of
govt. And non govt. School girls. So it represents difference between creativity of
girls of govt and non govt. Schools.
51

Non- govt. Schools girls have more creativity poer than goverment schools girls.
Graph No. 3
RELATED BAR DIAGRAM SHO MEAN 2 S.W. OF CREATIVITY OF
GIRLS OF GOVERNMENT AND NON OGVERNMENT SCHOOL.
80
71.1
70
60
50
40

Series 1

Column1

31.1
30
20
12.02
10

5.85

0
Govt. School Girls

Non-Govt. School Girls

To compare the significant of mean differences of reasoning ability between govt.

And non govt. Boys .
Table no. 3
Schools

Nean

S.W.

C.R.
52

Level of significance

Boys
Govt.

Value
40

25.4

4.59

School Boys
Non Govt.

40

75.18

14.50

14.12

School Boys

0.05

0.01

Significant

Significan

difference

t
difference

(df=(40-1)+(40-1)=78)
Interpretation:
In above table no. 3 the mean and standard deviation values are given of reasoning
ability between govt. And non govt schools boys are 25.40, 75.18 and standard
deviation are 4.59 and 14.50 respectively.
The caleulated C.R. value of reasoning ability in both group is 14.12. the table
value of C.R. value is at the level of significances 0.01, 0.05 for the degree of
freedom 78 are 2.60 and 1.96 respectively, whichis less than its calculated value as
both levels of significance (i.e. 0.012 0.05). This perusal that the null hypothesis
has been rejected and declared that there is significant difference between
reasoning ability of govt and non govt. School boys. So it represenets differences
between reasoning ability of boys of govt and non-govt schools. Now govt. School
boys have more reasoning ability poer than government school boys.
Graph no. 3

53

RELATED BAR DIAGRAM SHOW MEAN 2 S.W. OF REASONING

ABILITY OF BOYS OF GOVERNMENT AND NON OGVERNMENT
SCHOOL.
80

75.18

70
60
50
40
30

Mean

S.D.

25.4

20

14.5

10

4.59

0
Govt. Boys

Non-Govt. Boys

To compare the significant of mean differences of reasoning ability between govt.

And non govt. Girls .
Table no. 4
Schools
Boys
Govt.

Nean

S.W.

C.R.

Level of significance

Value
35

28.3

5.93

0.05
54

0.01

School Boys
Non Govt.

21.42
35

87.18

18.50

School Boys

Significant

Significan

difference

t
difference

(df=(35-1)+(35-1)=68)
Interpretation:
In above table no. 3 the mean and standard deviation values are given of reasoning
ability between govt. And non govt schools Girls. The mean values of reasoning
ability of govt and non govt shcool girls are 28.30, 87.18 and standard deviation ar
5.93 and 18.50 respectively.
The caleulated C.R. value of reasoning ability in both group is 21.42. the table
value of C.R. value is at the level of significances 0.01, 0.05 for the degree of
freedom 68

are 2.60 and 2.60 and 1.96 respectively, whichis less than its

calculated value as both levels of significance (i.e. 0.01 & 0.05). This perusal that
the null hypothesis has been rejected and declared that there is significant
difference between reasoning ability of girls of govt and non govt. School. Non
govt school girls have more reasoning ability poer than government school girls.
Graph no. 4

55

RELATED BAR DIAGRAM SHOW MEAN 2 S.W. OF REASONING

ABILITY OF GIRLS OF GOVERNMENT AND NON OGVERNMENT
SCHOOL.
100
87.18

90
80
70
60
50

Mean

S.D.

40
28.3

30

18.5

20
10

5.93

0
Govt. Girls

Non-Govt. Girls

To compare the significant of mean differences of creativity between urban and

rural boys studens.
Table no. 5
Schools
Boys
Urban

Nean

S.W.

C.R.

Level of significance

Value
20

45.46

8.86

0.05
56

0.01

School Boys
Rural Govt.

0.568
20

30.42

4.65

School Boys

Significant

Significan

difference

t
difference

(df=(20+1)+(20+1)=38)
Interpretation:
In above table no. 5 the mean and standard deviation values are given of Creativity
of boys of Urban schools and Rural schools. The mean values of creativity of
urban and rural boys are 45.46 and 30.42 and standard deviation are 8.86, 4.65
respectiviely.
The caleulated C.R. value of reasoning ability in both group is 0.568. The table
value of C.R. value is at the level of significances 0.01, 0.05 for the degree of
freedom 38

are 2.60 and 2.60 and 1.96 respectively, which is less than its

calculated value as both levels of significance (i.e. 0.01 & 0.05). This perusal that
the null hypothesis has been rejected and declared that there is significant
difference between Creativity of urban and rural school boys. So it represents
difference between creativity of boys of urban and rural schools. Urban schools
boys have more creativity power than rural school boys.
Graph no. 4

57

RELATED BAR DIAGRAM SHOW MEAN 2 S.W. OF REASONING

ABILITY OF BOYS OF GOVERNMENT AND NON OGVERNMENT
SCHOOL.
50
45.46
45
40
35
30
25

Mean

S.D.

20
15
10

8.86

8.86
4.65

5
0
Creativity of Boy of urban

Creativity of Boy of Rural

58

To compare the significant of mean difference of creating between urban & Rural
girls students.
Table No.5
Schools

Mean

Standard

C.R

Level of Signifance

18

45.46

Deviation
8.86

Value
0.568

0.05

0.01

17

30.42

4.65

Significan

Significan

Schools

Girls

Difference Difference

girls
Urban

Schools
Girls
Rural

Interpratation:
In above table no- the mean and standard deviation values are given of creating of
girls of urban schools & rural .s.chools. The means values of creating of urban
andrural girls are. And g and standard devation are 8.86 ,4.65 respectively.
The caluculate or value of creating in both groups is 0.568. the table value of C.r
value is at the level of significant 0.01 ,0.05 for the degree of freedom 33 are 2.60
and 1.96 respectively which is less than its calculated value as both level of
significant (i.e 0.01 0.05) this personal that the null hypothesis has been resected
59

and declared that there is signifiacnat difference between creating of urban and
rural schools girls. Go it represent difference between creating of girls of urban and
rural schools. Urban schools Girls have more creating power than rural schools
girls.
Graph No-6
50
45.46
45
40
35
30
25
20

Mean

S.D.

18

17

15
10
4.65

5
0
Creativity of Boy of urban

Creativity of Boy of Rural

Related Bar Digaram shows mean & S.W of creating of Girls of urban & rural
schools.

60

To compare the significant of mean difference of reasoning ability betwwn urban

and rural Schools Boys.
Schools Boys

Mean

S.D

C.R

Level of signifancet

Value
Urban schools

20

40.45

7.42

0.05

0.01

Boys
Rural Schools

20

30.40

4.32

Signifanc

Signifanc

Differenc

Difference

0.563
Boys

Df=20+1-20+1=38
Interpretation:
In above table no-7 the mean and standard deviation value are given of reading
ability of boys of urban and rural schools. The mean value of urban and rural
schools boys are 40.45 ,30.40 and standard deviation are 7.423 4.32 respectively.
The calculate C.r Value of Reasoning ability in both groups is 0.568 . the table
value of C.R Value is at the level of significant 0.01 & 0.05 for the degree of
freedom 38 are 2.60 and 1.96 respectively which is less than its calculated value as
61

both levels of signifacant9i.e 0.012 & 0.05) This perusal that the null hypothesis
has been rejected and declared that there is significant difference between
reasoning ability of urban & rural schools. Urban schools boys have more creating
power than rural schools boys.
GRAPH No-7
45
40.45
40
35
30.4
30
25
Mean

20

S.D.

15
10

7.42
4.32

5
0
Creativity of Boy of urban

Creativity of Boy of Rural

Related Bar Diagram Shows Mean & S.D of reasoning ability of Boys of urban
and rural schools.

62

To compare the significant of mean difference of reasoning ability between urban

& rural Girls.
Table No-8
Schools Girls

Mea

S.D

C.R
Value

Urbans Schools 18

n
45.46 8.86

Girls
Rural School

30.42 4.65

0.568

17

Girls

Level of significant
0.05

0.01

Significan

Significan

Difference Difference
InterpretationIn above table no-8 the mean and standard deviation values are given
at reasoning abilitys of girls at urban & rural schools. The mean value of urban &
rurals schools girls are 45.46.,304 g and standard deviation are 8.86 , 4.65
respectively. The calculate C.R value at reasoning ability in boths groups is 0.568.
The table value of C.R value is at the value of siginafnace. 0.01 & 0.05 for the
degree of freedom 33 are 9.60 & 1.96 respectively which is less than its calculated
value & both value & signifance (i.e) 0012005) . This pursural that the null both
sis. Has been rejected and declared that there is signifanct different between
reasoning ability at urban & rural SCHOOLS girls. So it respected difference

63

between reasoning abilitys at girls of urban & rurals schools. Urbans Schools girls
have more creativity power than schools girls.
GraPh No-8
Related Bar Diagram Shows mean & S.D of reasoning Ability of girls of urban &
rural Schools.
50

46.46

45
40
35
30.42
30
25

Mean

S.D.

20
15
10

8.86
4.65

5
0
Creativity of Boy of urban

Creativity of Boy of Rural

64

CHAPTER- V
FINDING, CONCLUSION AND SUGGESTIONS
5.1 Finding :
Ho, there is no signifance difference between creativity of boys of Govt & Non
Govt Schools It is calucalated that the null . hipothesis has been rejected &
declared that there is signifanct digit between creative by of govt & non Govt
Schools . Boys on the basis of level of signifanct of ( I.E in 0.01 & 0.05)
So it resperented difference between creative Boys of govt & Non Govt Schools.
Ho2, There is no signifance difference between creative of girls of Govt & Non
Govt Schools . It is calculated that the null hypotheses has been rejected & declares
That there is signifance difference between creativity of govt & non govt Schools.
Girls on the basis of level of signifance(i.E 0.01,0.05) So it resperented difference
between creativy of girls of govt & non Govt Schools.
Ho3 , There is no signifance difference reasoning ability of boys of govt & Non
govt Schools, It is calculated that the null hypotheses has been rejected & declared
that there is signifanct between reaoning ability of Govt & Non Govt Schools
Boys On the basis of level of Signifance (I.e 0.01,0.05) So it resperented difference
between reasoning ability of boys of Govt & Non Govt Schools.
65

Ho4 There is no of signifance difference between reasoning ability of girls of govt

& non Govt Schools. It is calculated that the null hypothesis has been rejected &
declared that there is signifance difference between reasoning ability of govt & non
Govt schools. On the basis of level of signifance (I.e 0.01,0.05)
So it is resperented between reaoning ability of Girls of Govt & Non Govt Schools
HO5 There is no signifance difference between creativity of boys of urban & rural
Schools, It is calculated that the null hypothesis has been rejected & declared that
there is signifanct difference between creativity of urban & Rural of Boys on the
basis signifance (i.e 0.01,0.05) So it resperented difference between creativity of
boys of urban & Rural Schools.
HO6 There is no signifance difference between creativity of girls of urban & rural
Schools, It is calculated that the null hypothesis has been rejected & declared that
there is signifanct difference between creativity of urban & Rural of girls. on the
basis signifance (i.e 0.01,0.05) So it resperented difference between creativity of
girls of urban & Rural Schools.
HO7 There is no signifance difference between Reasoning of boys of urban & rural
Schools, It is calculated that the null hypothesis has been rejected & declared that
there is signifanct difference between reasoning of urban & Rural of Boys on the

66

basis signifance (i.e 0.01,0.05) So it resperented difference between reasoning

ability of boys of urban & Rural Schools.
HO8 There is no signifance difference between Reasoning of girls of urban &
rural Schools, It is calculated that the null hypothesis has been rejected & declared
that there is signifanct difference between reasoning of urban & Rural of girls on
the basis signifance (i.e 0.01,0.05) So it resperented difference between reasoning
ability of girls of urban & Rural Schools.
5.2 CONCLUSION
Objectives of reasarch work are pre palnned with the help of which investigator
complete their goal. It is very essential in research in research work that it is given
a final form by the help of fact on the basis result and by the calculation and
analysis final coculsions is derived . Conculsions is generalized so that common
persons can understand and reliability , validity increases . In research conculsions
are very important . This is an important part of research . The present study has
following conculsions.
1

There is significance difference between creativity of Govt & Non Govt

Schools Boys Students . The mean Shows non-govt Schools boys Students
are more creative than govt Schools Boys.

67

The mean Shows that according to the levels of signifance (ie 0.012 & 0.05)
mean of non Goverments girls are more than govt schools girls . Therefore
Govt Schools Girls have less than non-govt Schools girls.

The mean shows that according to the levels of signifance (ie 0.01 and 0.05)
mean of non government boys are more than govt schools boys. Therefore
Govt schools boys have less reasoning ability than non govt schools boys.

The mean shows that according to the levels of signifance (i.e 0.01 and 0.05)
mean of non govt Schools girls are more than govt schools girls. Therefore
Non-govt Schools Girls have more reasoning ability than govt schools Girls

The mean shows that according to the levels signifance (i.e 0.01 and 0.05)
mean of urban schools boys are more than rural schools boys. Therefore
urban schools boys have more creativity than rural schools boys.

The mean shows that according to the level of signifance (i.E 0.01 and 0.05)
mean of urban schools girls are more than rural schools girls. Therefore
urban school girls have more creativity than rural school girls

The mean shows that according to the level of signifance (i.E 0.01 and 0.05)
mean of urban schools

boys are more than rural schools boys. Therefore

urban school boys have more reasoning ability than rural school boys.

68

The mean shows that according to the level of signifance (i.E 0.01 and 0.05)
mean of urban schools boys are more than rural schools girls. Therefore
urban school girls have more reasoning ability than rural school girls.

5.3 Educational Implication

The Study of creativity and reasoning ability are essential for every students . The
educational problems affect a students achievement and also his behavior very
much. So these two should be removed by help of parents and teachers . The
schools should organize the activitives for festering creativity and reasoning ability
of the students . The schools should also make effort to improve the creativity and
reasoning ability problems of the students.
The teachers should makes a friendly environment in the class and try to improve
these skills of the students.
5.4 Suggestion:
5.4.1 Suggestion For teachers
1

The teachers should provided proper guidance service to the students

The teachers should develop religious and moral values to the students.

The teacher should develop positive attitude towards life .

69

The

teachers

should

provide

conductive

environment

for

proper

development.
5

The teacher should present an idea model thought his dealing.

The teacher should provide opportunities for the development of their

creative abilities.

The teacher should provide opportunities for the development of their

reasoning abilities.

5.4.2 Suggestion for students

1

The Students should consults the teacher.

They Should participate in Co-Curricular activities.

The students should do yoga exercise to improve their creativity and

reasoning ability.

5.4.3 Suggestion for Parents

1

The Parent Should encourage their children for creative thinking .

The parent should encourage their children for improve their reasoning
power.

70

The Parent should provide environment for expression of children for their
feeling.

71