http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
relationship between creativity test scores and honors course selection, honors course attrition, and grades among high school freshmen
This research investigated the relationship of student creativity scores and their selection of specific honors courses, the number of honors courses they chose to take, their attrition from these courses, and their grades. All freshman students at a particular high school were given the Torrance Test of Creative Thinking (TTCT), Figural Form B at the beginning of the fall semester. All students enrolled in three or four honors courses were selected for the study. Fifty students enrolled in two honors courses were randomly selected, as were 70 enrolled in one honors course and 30 not enrolled in any honors course. At the end of the fall semester, the grade-point averages and attrition from honors courses was determined. Results of the TTCT scores for fluency, flexibility, originality, and elaboration were available in addition to the cumulative creativity score. An analysis of variance at the.05 level of significance, indicated no relationship between student creativity score and the number of honors courses taken. There was also no significant relationship between student creativity scores and their GPA, attrition from the courses, or their gender. There was, however, a significant relationship in the type of honors course a student chose and the overall creativity score received. The mean overall creativity score of the students taking honors geometry was significantly higher than the mean overall creativity score for those students taking honors English, honors history, or honors science. The mean overall creativity score of those dropping out of honors geometry was higher than the mean overall creativity score of those dropping any of the other honors courses. The mean overall creativity score for those staying in the honors geometry classes remained higher than the mean overall creativity scores for those who remained in the other honors classes. There was a greater attrition rate for those in honors geometry than in the other three honors courses. Thirty-three percent of those starting out in honors geometry dropped by the end of the fall semester as compared to 13% who dropped honors history, 12% who dropped honors English, and 11% who dropped honors science.
"Major subject: Educational Psychology."