WHAT ARE THE MOST EFFECTIVE WAYS TO PROMOTE STUDENT

CREATIVITY AND INNOVATION IN THE CLASSROOM?

In Fulfillmet of the Requirements for UGE1(8572)

Reading Comprehension

2nd Semester, A.Y. 2024

Maghanoy, Nelton

Iremedio, Ferr Justin

May 2024
 ABSTRACT

This study explores effective strategies for promoting student creativity and
innovation in educational settings. It highlights the importance of incorporating inquiry-
based learning, interdisciplinary projects, and digital tools to enhance creativity among
students. The significance of integrating global best practices into the curriculum is
emphasized to improve educational outcomes. The paper discusses the concept of
innovation in education, distinguishing it from reform and change, and emphasizing
the introduction of new ideas and practices to drive educational efficiency. Educational
innovation is portrayed as essential for fostering collaboration and achieving improved
outcomes in educational settings. Thus, this study explores the importance of fostering
creativity and innovation in education, with a specific focus on strategies and practices
in the Philippines. The research highlights the effectiveness of inquiry-based learning,
interdisciplinary projects, and the integration of digital tools in promoting creative
thinking among students. The study examines the successful integration of creative
arts and project-based learning in the Philippine educational system to enhance
student creativity. Global standards emphasize the significance of creativity and
innovation in education, underscoring the need to incorporate these practices into the
curriculum to improve educational outcomes. Ongoing research in the field of creativity
and innovation in education aims to create a conducive learning environment for
students to develop these essential skills. The concept of innovation in education is
explored, emphasizing the introduction of new or improved processes, products,
services, and strategies to enhance educational efficiency. Educational innovation
differs from reform and change, focusing on the implementation of new ideas and
practices to produce improved outcomes. Various types of educational innovations,
including scientific, technological, social, and administrative, are discussed,
highlighting the collaborative nature of the innovation process. Additionally, platforms
in education are identified as spaces for innovation, where new ideas and products
are developed to enhance educational practices. Creativity is recognized as a critical
factor in fostering innovation in education, emphasizing the importance of nurturing
creative thinking skills among students to drive educational advancements.
 INTRODUCTION

Creativity is the ability to create or bring to life something new, whether it is

a a solution to a problem, a new method or device, or a new creative thing or shape
(Olatoye Akintunde & Ogunsanya (2010).According to Pennick (1992), creativity is the
process of becoming alert to difficulties, disharmonies, and identifying, searching for
solutions, making estimates or formulating hypotheses, and maybe revising Restating
them, experimenting to find results, and then communicating the findings. According
to Runco (2007), creativity is a distinctively human attribute that reflects our ability to
adapt. changing conditions, and our effective cognitive talents to integrate and
improve. an idea to which we are exposed. Aside from that, creativity produces
actionable Innovation offers value to ideas, new concepts, new designs, and new
opportunities. to the new items (Olatoye, Akintunde, and Ogunsanya, 2010). To
emphasize this idea, Akinboye (2003) stated that without creativity, a person cannot
experience the fullness of Information and resources are available but are locked up
in old habits, systems, and patterns. Concepts and perceptions. As civilization grows
in complexity, there is a steady Increased understanding that yesterday's solutions are
ineffective in solving Contemporary societal difficulties (Akinboye, 1955 in Olatoye et
al., 2010), and this is Why innovation and creativity are required in practically all
aspects of society. Creativity also refers to a psychological process associated with
play, imagination, fantasy, feelings, and emotions, meaning, and the use of symbols
(Vygotsky, 1925/1971; Joh-Steiner) et al., 2010).

Innovation can be defined as new ideas, products, or methods developed by

an individual or group. Within a certain social system (Rogers & Shoemaker, 1971,
referenced by Kohler), Boissonnade & Giglio (2015). Curriculum creativity is carefully
organized, themed. An method to teaching and learning meant to promote students'
innate curiosity and Boost their creativity. The program is student-centered, with an
emphasis on skills. Aside from that, creative teaching is "teaching with inventive
techniques for making learning more fascinating, thrilling, and effective. Here's a "A
necessary component of all effective teaching."

An international study by the Organisation for Economic Co-operation and

Development (OECD) provides valuable insights into the effectiveness of various
strategies used to promote creativity and innovation in classrooms across different
countries. The study reveals that educational systems which emphasize inquiry-based
learning, interdisciplinary projects, and the integration of digital tools are particularly
successful in fostering creative thinking. For example, Finland's educational approach,
which prioritizes student autonomy and flexible curricula, has been shown to
significantly enhance student engagement and innovative capacities.

On a national level, a study conducted by the Department of Education (DepEd)

in the Philippines underscores the importance of integrating creative arts into the
curriculum to boost student creativity. The study found that schools which incorporate
visual arts, music, and drama into their programs report significant improvements in
students' creative thinking and problem-solving skills. This approach aligns with the
broader educational reforms aimed at fostering holistic development and innovative
capabilities among Filipino students.

In the Philippines, several local studies have examined methods to foster

creativity and innovation among students. One such study by the University of
Southeastern Philippines explored the impact of project-based learning (PBL) on
student creativity in Davao City. The research found that students who participated in
PBL demonstrated higher levels of creativity and innovation compared to those in
traditional learning settings. The study highlighted that PBL, which involves students
working on real-world projects over extended periods, encourages critical thinking,
collaboration, and the practical application of knowledge. Another study conducted
within Davao City schools focused on the integration of digital tools in the classroom,
revealing that technology-enhanced learning environments significantly boost
students' creative and innovative capacities by providing them with new ways to
explore and express ideas.

STATEMENT OF THE PROBLEM

1. What are the most effective strategies teachers can use to encourage these skills
in their students?

2. What techniques are commonly employed to boost creativity and innovation, in

students across environments?

3. How do global standards, for encouraging creativity and innovation differ from the
approaches taken in the Philippines?

Definition of Terms

1. Creativity - The ability of students to generate original and valuable ideas,

characterized by imagination, problem-solving, and the capacity to think outside the
box. In this study, creativity is measured through assessments of students' ability to
produce novel and useful solutions to given problems.

2. Innovation - The process of translating creative ideas into practical applications that
result in new ]products, services, or methods. This term in the context of this study
refers to the implementation of creative solutions in educational settings, leading to
improved learning outcomes and teaching practices.

3. Project-Based Learning (PBL) - An instructional methodology that encourages

students to learn and apply knowledge through engaging projects that are complex,
real-world, and student-centered. PBL is measured by evaluating students'
engagement, project quality, and the depth of learning exhibited through their projects.
4. Inquiry-Based Learning (IBL) - A pedagogical approach where students learn by
asking questions, investigating solutions, and constructing new understandings. This
term is assessed by examining students' ability to pose questions, conduct research,
and develop conclusions based on their findings.

5. Technology-Enhanced Learning (TEL) - The use of digital tools and resources to

enhance the learning experience. TEL in this study includes the integration of
computers, tablets, software, and the internet in teaching and learning processes,
evaluated through student engagement and proficiency in using these technologies for
educational purposes.

6. Constructivist Learning Theory - A theory of learning which posits that learners

construct their own understanding and knowledge of the world through experiences
and reflecting on those experiences. This theory underpins the educational strategies
examined in this research, emphasizing active, collaborative, and experiential learning.

7. Zone of Proximal Development (ZPD) - A concept developed by Vygotsky, referring

to the difference between what a learner can do without help and what they can achieve
with guidance and encouragement from a skilled partner. This term is used to describe
the level of challenge and support provided in the educational activities analyzed in this
study.

METHODOLOGY

Research Design
Quantitative research collects numerical data statistical measures and predicts
the research outcome.

Respondents of the Study

The participants of the study will be Criminology Students of University of
Mindanao.

Research Instrument
The researcher will use Coding/Scale type of instrument to be able to know
the ratings of the most effective ways to promote student creativity and
innovation in the classroom.Ratings will be arranged by sequence (5-1).

Sampling Technique
We used simple random sampling method in this research which the participants
are Criminology students of University of Mindanao. A selection of participants from a
population are chosen at random by the researcher using simple random sampling, a
sort of probability sampling.
Data Gathering Procedure
To collect data for the study, the researchers prepared a survey questionnaire
that they distributed to the students. Five questions were developed by the researchers
on the subject. The participants' worries about the questions they don't understand
were addressed by the researchers in detail, if possible. The survey was followed by
the gathering of all the necessary data by the researcher.

Ethical Consideration
The respondents will receive our tools or a questionnaire from us. The
questionnaire had to be filled out by the respondents. Any information given will,
therefore, be handled with the utmost discretion and used solely for academic
purposes. The respondent's name will not be included in any research study or
publications resulting from this investigation unless they consent to it.

QUESTIONNAIRE

RATING SCALE
5-[Strongly Agree]
4-[Agree]
3-[Neutral]
2-[Disagree]
1-[Strongly Disagree]

Strategies to Encourage Creativity and Innovation

QUESTIONS 5 4 3 2 1
1. How much do you agree that our current
classroom practices really help students
become more creative and innovative?
2. How effective do you think brainstorming
sessions are in boosting student creativity?
3. . Do you believe integrating arts into the
curriculum helps students develop their
creative and innovative skills?
4. How much do digital tools and technology
help foster creativity and innovation in
your students?
5. How effective are flexible learning
environments in encouraging creativity
and innovation in your classroom?
Techniques to Boost Creativity and Innovation

QUESTIONS 5 4 3 2 1
 1. Is it effective that open-ended questions in
class discussions for boosting student
creativity?
2. Do you agree that collaborative group
work activities encourage innovation among
students?
3. Is it effective are design thinking exercises
in promoting creativity in students?
4. Do you think real-world problem-solving
scenarios enhance students' innovative
thinking skills?
5. Is it beneficial that reflection and self-
assessment activities for fostering
creativity and innovation in students?

Global Standards vs. Approaches in the Philippines

QUESTIONS 5 4 3 2 1
1. How much do you agree that global
education standards put more emphasis
on creativity and innovation compared to
those in the Philippines?
2. Is it effective that international
competitions and challenges (like STEM
Olympiads) compared to local initiatives in
promoting student creativity and innovation?
3. Do you agree that classrooms globally
have better access to advanced
technology, promoting more creativity
and innovation than in the Philippines?
4. Do you rate the effectiveness of teacher
training and professional development
opportunities in creativity and innovation
globally compared to those available in
the Philippines?
5. Do you believe incorporating global best
practices for creativity in the curriculum
could improve educational outcomes in
the Philippines?
Review of Related Literarure

Creativity
 Creativity is regarded an important twenty-first century skill and an
increasingly defined objective of formal learning, which may assist kids navigate an
uncertain future. (Beghetto 2005, 2010; Craft 2011). At the same time, understanding
how to accommodating and incorporating creativity in the design of learning
experiences is still emerging (Chan and Yuen, 2014; Dalke et al., 2007; Richardson &
Mishra, 2018). Furthermore, only a little attention has been dedicated to evaluating
creativity as an However, as an individual difference variable, the outcome of learning
events should catered for in purposeful instructional design (Rosar et al., 2018).

The concept of creativity has triggered a long-standing historical dispute

concerning its key factors. Currently, there is no commonly acknowledged definition of
creativity (Runco & Jaeger, 2012), although most researchers believe that creativity
includes the development of a new product, concept, or problem solution (Hennessey
& Amabile, 2010). Early Galton (1978) and Taylor (1975) proposed one element theory
of genius, giftedness, or talent. supplanted by multifactorial and multiprocedural ideas
of creativity (Guilford, 1950). 1975; Torrance (1975). With the exception of the
thoroughly researched visual-figural domain (DeYoung et al., 2007; Han et al., 2018;
Reuter et al., 2006); there is no final agreement. Baer (1993; Kaufman & Baer, 2004)
discusses the domain-specific character of creativity. Te The contrast between daily
creativity and highly creative giftedness, which is commonly termed Little C and Big
C, respectively, represents another significant hurdle. (Guilford, 1950; Stein, 1987;
Runco and Richards, 1997; Kaufman and Baer, 2004; Silvia. et al., 2014).

The belief that creative people see their surroundings more comprehensively,
It, in turn, underlies creative environment-assimilating and creative perception.
processes is a prevalent notion but has not been proven clearly (Lewin, (1935;
Schachtel, 1959), however more recent research reveals that certain elements of
Creativity is more closely related with global attentional processes. compared to local
hemispheric processes (Razumnikova &Volf, 2015).Concerned about In what is now
a thriving but increasingly dispersed field of study, Hennessey & Amabile (2010) put
out seven key tiers wherein creativity can be First, neurological; second,
affect/cognition/training; third, individual/personality; and fourth, groups, (6)
culture/society, (7) social environment, and (8) systems approach. Te This study looks
at how level 2 "afect/cognition/training" interacts with level 3 "personality/individual."

It is a common belief that schools and conventional education stifle creativity

in pupils. (Berliner 2011, Runco 2014). Explanations offered for this assumption
include the The one-size-fits-all character of formal education and the predominance
of standardized testing, as In addition to the system's failure to handle manifestations
of non-conformity, a common behavioral correlate of creativity (Kettler et al., 2018;
Longo, 2010; Runco et al., 2017 Van Hook and Tegano, 2002).Creativity is
increasingly being recognized as valuable. The goal of learning processes being
supported, or at the very least, not being stifed, has resulted in demands for classroom
improvements in this area (Beghetto & Kaufman, 2013; Starko, 2013). Research has
increasingly focused on the elements that promote creativity in school. On the
classroom context and the learning environment in general (Beghetto & Kaufman
(2014); Chan and Yuen (2014); Davies et al. (2013); Richardson and Mishra (2018).
Innovation

According to Sahlberg (2009), the factor that will propel global society into the
future is According to Ng (2009), globalisation has put pressure on knowledge and
innovation. Education to develop a creative and innovative workforce, to achieve a
competitive advantage. Thus, it moved the existing emphasis on innovation.
Globalisation has motivated education enterprises to produce innovative educational
goods, practices, and Market models to compete with increasingly'savvy' global
clients. Innovation entails going. further from what we are doing now to building a new
concept that allows us to We approach our work differently. (Serdukov, 2019).The
current manner of instruction did not Produce kids that can solve difficulties utilizing
knowledge when they leave school. (Maier, 1971). Education has been lax in
prioritizing learning for its own sake. The significance of problem-solving training is
often overlooked. Breakthrough in invention will shift the pupils' focus from simply
applying knowledge to producing something new. information by making them the
center of our educational setting (Findikoglu & Ilhan). 2016).

The issue on the notion of innovation is sometimes combined with the concept
of the Education involves innovation, change, and reformation. Some scholars define
innovation in education as a process, and some even explain it using innovation
theories in Business development. There are many different definitions of education
innovation. When we talk about educational innovation, it gets confused. The best-
known The Oslo Manual provided the current definition of innovation in education.
(OECD/Eurostat. 2005). Innovation is the realization of new or enhanced Products,
services, marketing methods, or new organizational strategies, External connections
or workplace organisation. As per OECD (2016), this definition can be used in the
educational sector with minor modifications. Thus, OECD (2016). Innovation in
education is described as the introduction of an enhanced or novel process. Products,
services, new ways to manage activities, or new marketing strategies. However, a few
researchers in education believe that this definition of innovation cannot Adequately
describe educational innovation.

OECD (2016) also differentiates innovation. from reform and change.

Innovation is defined as the implementation of new and improved Ideas, practices,
and bits of information. In contrast, reformation is organized and attentive. Process for
delivering changes. Therefore, change is transformation or alteration. That could be a
planned or inadvertent phenomenon. King and Anderson (1995), define Changes in
organization and innovation differ from its standpoint. Organizational change typically
occurs at the macro-level, focusing on the transformation of the organization as a
whole, including its major subsystems, rather than on small workgroups and people.
Whereas innovation usually had a localized impact on the organisation.

Pratte (1974) stated that change is important for innovation but not a Conditions
for innovation. According to Pratte (1974), the term 'educational innovation'
Sometimes mixed, sometimes understood as describe and evaluate, and sometimes
It signifies improvement. Mykhailyshyn et al. (2018) describe the notion of Educational
innovation is distinct from other types of innovation. Innovation in Education has a
more general definition than educational innovation. This term includes Educational,
social, scientific, technological, economic, administrative, and other innovations.
Scientific and technological innovation is the consequence of the R&D Intellectual
property has been transferred for implementation and application. Meanwhile, Social
innovation includes social supports for students and teachers. However, Educational
innovation can be defined as approaches or practices in the educational. activities that
differ from earlier practices, with the goal of improving educational Efficiency in a
competitive setting. Educational innovation includes the scientific methodological,
technical, or pedagogical innovation. Innovation is not simply An invention (Smith,
2009). Instead, it is a cycle made up of numerous stages, and the A large number of
parties collaborated. Most academics agree that innovation must produce. an
improved outcome to be deemed innovation (Mykhailyshyn et al., 2018; Sedukyov,
2017; Smith (2009); Ng (2009); and Hare (1978). Smith (2009) defines innovation in
education as: new product, new procedure, fresh ideas that are transforming people's
perspectives on an issue or question by reinventing our perception of what is possible,
and innovation on the platform level. Innovation at the platform level is the common
conceptual. The architecture included frameworks, definitions, standards, and
protocols that offered an infrastructure into which modular components may connect—
innovation at the Platform level is also referenced by Ng (2009) and Wai (2017).
According to Ng (2009) School is an organization that serves as a platform for
innovation. Wai (2017) mentioned. That 'platform' as a place where individuals
congregate in a group to produce or develop New ideas or products.

Scope and Limatations

This study aims to investigate the effectiveness of integrating creative arts,

project-based learning, and digital tools in promoting creativity and innovation among
students in the Philippines, with a specific focus on Criminology students at the
University of Mindanao. The research will explore the impact of these strategies on
enhancing creative thinking skills and fostering innovation in the educational setting.
By examining global standards and approaches in promoting creativity and innovation,
the study seeks to provide insights into best practices that can be implemented in the
local context to improve educational outcomes.

The study’s scope is limited to Criminology students at one university, which

may restrict the generalizability of the findings to other academic disciplines or
institutions. The reliance on self-reported data through questionnaires may introduce
response bias and limit the depth of understanding of the participants’ experiences.
Additionally, the study does not account for external factors such as cultural
differences or socioeconomic backgrounds that may influence students’ creativity and
innovation levels. Further research incorporating a more diverse sample and
qualitative methods could provide a more comprehensive understanding of the
effectiveness of these strategies in promoting creativity and innovation in education.
Significance of the Study

The significance of the study lies in its exploration of effective strategies for
promoting student creativity and innovation in the classroom. By highlighting the
importance of incorporating inquiry-based learning, interdisciplinary projects, and
digital tools, the study provides practical insights for educators seeking to enhance
creativity among students. Additionally, the emphasis on global standards and the
potential benefits of integrating international best practices into the curriculum
underscore the importance of fostering creativity and innovation in education to
prepare students for an uncertain future and to develop a competitive workforce. The
study also contributes to the understanding of educational innovation by distinguishing
it from reform and change, emphasizing the introduction of new ideas and practices
to enhance educational efficiency. Overall, the study’s findings have implications for
curriculum development, teaching practices, and educational policy aimed at
promoting creativity, innovation, and collaboration in educational settings.

CONCLUSION

Concluding Statement

This study underscores the significance of Incorporating inquiry-based learning,

interdisciplinary projects, and digital tools to promote student creativity and innovation
in the classroom. By emphasizing the importance of global standards and the
integration of international best practices, educators can enhance educational
outcomes and prepare students for a competitive workforce in an uncertain future.
Additionally, the distinction between innovation, reform, and change in education
highlights the value of introducing new ideas and practices to drive educational
efficiency and collaboration, ultimately contributing to improved outcomes in
educational settings.

Analytical Summary

The paper emphasizes the importance of promoting student creativity and

innovation in the classroom through strategies such as inquiry-based learning,
interdisciplinary projects, and the use of digital tools. These approaches have been
identified as effective in enhancing creativity among students. The paper also
highlights the significance of integrating global best practices into the curriculum to
improve educational outcomes, as global standards prioritize creativity and innovation
more than approaches in the Philippines. Furthermore, the concept of innovation in
education, emphasizing the introduction of new or improved processes, products,
services, or strategies to enhance educational efficiency. It distinguishes innovation
from reform and change by focusing on the implementation of new ideas and
practices. Educational innovation encompasses various types of innovations,
including scientific, technological, social, and pedagogical innovations, with
collaboration and improved outcomes being key components. Overall, it underscores
the importance of fostering creativity and innovation in education to prepare students
for an uncertain future and to develop a competitive workforce. It provides insights into
effective strategies for promoting creativity in the classroom and highlights the
significance of educational innovation in driving improved educational outcomes.

Recommendations

1. Implement inquiry-based learning approaches in the classroom to foster creative

thinking among students, as emphasized by the Organisation for Economic Co-
operation and Development (OECD).

2. Integrate interdisciplinary projects into the curriculum to provide students with

opportunities to apply knowledge across various subjects, promoting innovation and
problem-solving skills.

3. Utilize digital tools effectively in educational settings to enhance student

engagement and innovative capacities, aligning with successful strategies identified
by the OECD.

4. Offer teacher training and professional development opportunities focused on

creativity and innovation to enhance educators’ ability to promote these skills in
students.

5. Incorporate global best practices for creativity into the curriculum to improve
educational outcomes in the Philippines, as suggested in the review of related
literature.

6. Explore the effectiveness of project-based learning (PBL) in enhancing student

creativity, as demonstrated in a study conducted by the University of Southeastern
Philippines.

7. Encourage student autonomy and flexible curricula, following the educational

approach of Finland, known for significantly enhancing student engagement and
innovative capacities.

8. Provide opportunities for students to engage in real-world projects over extended

periods, as seen in project-based learning, to encourage critical thinking,
collaboration, and practical application of knowledge.

9. Foster a learning climate that supports creativity and innovation by incorporating

visual arts, music, and drama into educational programs, as shown to improve
students’ creative thinking and problem-solving skills.

10. Emphasize the importance of creativity as the ability to generate original and
valuable ideas, and innovation as the process of translating creative ideas into
practical applications, in educational settings to drive improved learning outcomes and
teaching practices.
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