ENHANCING IMAGINATION SKILLS AMONG STUDENTS THROUGH CREATIVE THINKING STRATEGIES

Abstract

The present study aimed to examine the effectiveness of a creative thinking intervention on the three dimensions of imaginationvividness, originality, and transformativenessamong school students. A total of 50 participants were selected and equally divided into an experimental group (n=25) and a control group (n=25). A pre-test–post-test experimental-control group design was employed. Both groups were administered an imagination assessment tool measuring vividness, originality, and transformativeness. The experimental group was exposed to SCAMPER techniques and activities, while the control group followed the regular curriculum. The SCAMPER is a creative problem-solving tool that pushes individuals to think differently and produce inventive solutions. After the pre-test, the experimental group received a structured creativity-based intervention for four weeks, whereas the control group continued with regular classroom activities. Post-test data were collected following the intervention. Statistical analysis using mean, standard deviation, and t-tests revealed that while pre-test scores showed no significant differences, the post-test results indicated a significant improvement in all three dimensions of imagination among the experimental group compared to the control group. The findings revealed significant improvement in the experimental group’s imagination scores across all three dimensions, indicating that imagination can be systematically developed through structured activities.