International Journal of Innovative Research and Development

Abstract

Influence of learning on divergent thinking among vulnerable orphans was studied using video alone, and video with auditory cues. Fifty-eight (58) vulnerable orphans comprising 32 females and 26 males, aged between 12 and 17 (mean age 15, SD 2.2) participated in the study. One group was shown video clips of creative activities alone, while for the second group, as the video was showing events therein were explained (auditory cues). The pre and post-tests required participants to use items provided (match boxes, broom sticks, cardboard papers, and bottles of gum) to make representations of useful objects. T-test analyses of scores obtained by counting the number of objects represented, showed that at P < .05, both learning methods had statistically significant effect. However, there was no statistically significant difference between the two methods, and there was also no statistically significant gender difference in performance of the creativity tasks. The results strongly suggest that learning could improve creativity. It was therefore recommended that creativity training should be embodied in all programmes aimed at alleviating the conditions of vulnerable children since creativity is a prelude to sustainable self-help, productivity, and enhancement of socio-economic status.

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