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An investigation into the factors enhancing or inhibiting primary school children’s creativity in Pakistan

Shaheen, Robina (2010)
Ph.D. thesis, University of Birmingham.

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This study provides a baseline analysis of the extent to which the primary education system in Pakistan is capable of enhancing or inhibiting children’s creativity. It involved 1008 primary schools who participated in a survey, 154 children who took the Torrance Tests of Creative Thinking, and classroom observation in 16 schools as well as documentary analysis of the education policy documents, curriculum and the official science textbook. The research presents the findings related to the definition of ‘creativity’, and the means used to identify, assess and enhance it as well as the importance and the obstacles faced in doing so. The study finds that while policy documents mention the introduction of creativity in education, and the curriculum lays emphasis on the concept in a comprehensive manner, the designated textbooks and teaching practices do little more than encourage rote memorization and regurgitation of information. The measurement of children’s creativity in this study has shown that children have the ability to produce ideas which are at times also original. But they appear to be weaker in other areas such as being able to produce abstract titles, and remaining open to going beyond the ‘ordinary’ in their thinking. This is due to the fact that much of the teaching is only geared towards knowledge acquisition. This research has reinforced the need for a systems view of creativity, in order to provide a more holistic and less distorted view of the phenomenon.

Type of Work:Ph.D. thesis.
Supervisor(s):Gorard, Stephen
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Additional Information:

This thesis is published in book form as: Shaheen, Robina The place of creativity in Pakistani Primary Education System Lambert Academic Publishing, 2011 978-3-8443-8445-1

Subjects:LB Theory and practice of education
LB1501 Primary Education
Institution:University of Birmingham
ID Code:1239
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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