Influence Of Dimensions Of Creativity On Academic Achievement Of Undergraduate Students

Abstract

The purpose of the study was to explore the influence of dimensions of creativity on the academic achievement of undergraduate students at the University of Cape Coast. Specifically, the study explored eight dimensions of creativity (learning strategies and techniques, unconscious processes, self-regulation, multi-sensory learning, self-perception, cooperative learning, academic motivation, and superstition) on the academic achievement of undergraduate students in the College of Education Studies level 300 at the University of Cape Coast. A descriptive research design was adopted for the study, and a multi-stage sampling method was used to select the sample. A sample of 274 students, representing 140 males and 134 females, were selected from the College of Education Studies. The revised creativity questionnaire served as the instrument adopted in data collection. Data on research questions were assessed via descriptive statistics (frequencies and percentages), and data on research hypotheses were analysed using multiple linear regression. The study revealed that there was a statistically significant positive relationship between the dimensions of creativity and academic achievement. However, not all the independent variables tested showed a significant relationship between the dimensions of creativity and academic achievement. Superstitions and multisensory learning had no statistically significant relationship with academic achievement. It is recommended that through seminars, students be exposed to creative thinking skills that can influence their academic achievement.