Creative thinking in students of mathematics in universities and its relationship with some variables

Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.