Examining Students’ Creativity with the Torrance Creativity Test in Vocational High School

Abstract

The rapid development of the industry requires workers to acquire new competences and improve existing ones. One of the main tasks of vocational education and training in the coming years is to develop the competences necessary for employment and occupation. Changes in working conditions are most likely to require the development of creativity. The purpose of this study is to demonstrate what students currently have in creativity and how their development is influenced by vocational training. For the study, the Torrance Creativity Test was completed with a series of questions including professional questions. The research focuses on justifying the presence of hypothesized creativity components and demonstrating whether there is a distinction between professional and general creativity in VET students. The research analyses whether there is a difference in creativity between apprentices and non-vocational students. The main hypothesis is that there is a noticeable difference in the creativity fluency between VET and high school students because VET participants apply their professional knowledge. The hypotheses were tested by analysing the fluency of student responses. The research was carried out among 11th grade students in vocational education and in upper secondary and art education. The 13th grade adults, who are now in vocational training and already have work experience, were also involved. Based on the results of the research, it was confirmed that the supposed creativity components are present. It can be stated that the students' creativity fluency is very poor and they tend to elaborate an idea as much as possible. There is no detectable difference between the 11th grade students and the adults now enrolled in VET, both in terms of general and professional fluency. However, it has not been clearly confirmed whether general and professional creativity can be distinguished.

The rapid development of the industry requires workers to acquire new competences and improve existing ones. One of the main tasks of vocational education and training in the coming years is to develop the competences necessary for employment and occupation. Changes in working conditions are most likely to require the development of creativity. The purpose of this study is to demonstrate what students currently have in creativity and how their development is influenced by vocational training. For the study, the Torrance Creativity Test was completed with a series of questions including professional questions. The research focuses on justifying the presence of hypothesized creativity components and demonstrating whether there is a distinction between professional and general creativity in VET students. The research analyses whether there is a difference in creativity between apprentices and non-vocational students. The main hypothesis is that there is a noticeable difference in the creativity fluency between VET and high school students because VET participants apply their professional knowledge. The hypotheses were tested by analysing the fluency of student responses. The research was carried out among 11th grade students in vocational education and in upper secondary and art education. The 13th grade adults, who are now in vocational training and already have work experience, were also involved. Based on the results of the research, it was confirmed that the supposed creativity components are present. It can be stated that the students' creativity fluency is very poor and they tend to elaborate an idea as much as possible. There is no detectable difference between the 11th grade students and the adults now enrolled in VET, both in terms of general and professional fluency. However, it has not been clearly confirmed whether general and professional creativity can be distinguished.