Enhance creative thinking skill thorough mind mapping among grade of 9th

RESEARCH PROJECT
Title:
Enhance creative thinking skill through mind mapping among grade
9th
students.
Submitted to:
Dr. Mubeen Ul Islam
Submitted by:
Zainab Abbas
Roll No:
19013901-047
Course Code:
Edu-481
B.Ed. Hons. (4 Year)
Department of Education

i
TOPIC APPROVAL FORM
Name:
Zainab Abbas
Roll No:
19013901-047
Semester:
8th
Theme:
Basic life skills
Sub-theme:
Thinking skill
Area of Sub-theme:
Topic:
Enhance creative thinking skill through mind mapping among grade 9th
students
Date of Approval of Topic:
Course Supervisor: ________________________________

ii
Assessment Sheet
Question No. Marks Allocated
Marks Obtained
In Figures In Words
0
1 05
2 05
3 05
4 05
5 10
6 05
7 10
8 10
9 10
10 10
11 05
12 10
13 10
Total 100
Signature of Supervisor: _________________________________

iii
DECLARATION
I am Zainab Abbas, Daughter of Ghulam Abbas, Roll No:19013901-047 a student of B.Ed.
Hons. Elementary Program (4 Year) at Department of Education, University of Gujrat, do
hereby declare that the research project entitled, “Enhance creative thinking skill through mind
mapping among grade 9th students”, submitted by me in partial fulfillment of B.Ed. Hons.
Elementary (4 Years) program is my original work and has not been submitted or published
earlier. I also solemnly declare that it shall not, in future, be submitted for obtaining any other
degree from this or any other university or institution.
I also understand the zero tolerance policy against plagiarism of the university and the
HEC and if my work is found to be plagiarized or copied from someone other’s work at any
stage, even after the award of the degree, the work may be cancelled and the degree confiscated.
(Signature of the Student)
Date:

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Q# 0. Name of the School (where the action research was conducted):
The overall background of the participants of the project; area/school: (socio-
economic status, occupation/profession – earning trends of majority of the parents,
literacy rate, academic quality, and any other special trait of the community where
the school is situated) (10 marks)
Answer:
The participants of this research project come from a private school located at Jalalpur
Jattan, Gujrat. The community has a different socio-economic status, with many
students' families being well-settled, while a few come from lower or middle-class
backgrounds. The parents support student's participation in extracurricular activities
like educational tours, sports competitions, and projects, it represents a positive effect
on self-building and involvement in their education.
The students' fathers have to do different work to earn. Some participant’s fathers are
settled abroad, probably representing a higher income range, while others doing
government jobs like teaching and some have doing private sector jobs.
The literacy rate in Jalalpur Jattan, Gujrat, is moderate. About 70% of children complete
their matriculation according to your observations. Many boys aspire to go abroad after
this level of education, while some girls discontinue their education, although a
majority of girls continue their studies.
The academic quality of the school is good, but there are some limitations like small
classroom size according to students’ strengths, but the school has a well-maintained
ground area. The school administration is well managed under the leadership of the
head of the school and Experienced teachers improved the quality of education.
This community according to education prospective a great focus on rote memorization,
which often doesn't foster creativity. The Mother language spoken in the community is
Punjabi, but in the school, students communicate in Urdu. The Islamic faith is followed
by this community and has many people doing jobs or running their own businesses,
with a trend of going abroad for opportunities.

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Theme: Basic life skill
Sub-theme: Thinking skill
Topic: Enhance creative thinking skill thorough mind mapping among grade of 9th .
Q.1. Why did you select this specific sub-theme for the action research? Give
rationale of the study. (05 marks)
(Give the background and rationale of the study)
Answer:
The sub-theme of thinking skills and the topic of enhancing creative thinking skills in
grade 9th
was chosen for the action research because, during my teaching training
period, I observed that a large number of students in the 9th class showed a lack of
focus on creative thinking skill and more focus on rote memorization. Doing this
practice of rote memorization consumes valuable time and affects the levels of
creativity among the students. This all badly affected their concentration on educational
tasks.
The background of this study highlights the importance of promoting creative thinking
skills in learners. This reduce the focus on the traditional approach of memorization-
based learning that affected the student's ability to explore new things, generate
innovative ideas, and solve complex problems. This project focuses on reducing rote
memorization and promotes thinking creatively and independently.
This project focuses on enhancing creative thinking skills through the technique of
mind mapping, this action research aims to address this issue directly. Mind mapping
is a visual and interactive approach to learning, deals with connecting concepts,
identifying relationships, and producing information in a way that promotes creativity.
The rationale for using mind mapping as a technique is its proven effectiveness in
promoting thinking skills and encouraging the generation of new ideas.
My decision to research enhancing creative thinking skills using mind mapping is
grounded in the need to foster a more holistic and impactful approach to education for
9th-grade students in Jalapur Jattan. By fostering creative thinking skills, students will

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be a better way to deal with real-life challenges, promote interest in learning, and
develop a broader range of cognitive skills that cover all aspects of rote memorization.
It promotes the innovation of ideas, elaborates the content, and promotes fluency in
participants.
Q. 2. How do you think that this research project is helpful for the stakeholders
in developing basic life skills among the students? (05 marks)
(Provide your discussion with your colleague or supervisor for a better
understanding of the problem and alternate solutions)
Answer:
In a conversation with my colleague, we discussed the importance of enhancing creative
thinking skills among 9th-grade students in Jalapur Jattan, Gujrat. My colleague
suggests that planning activities according to mind mapping promotes creative thinking
skills in participants. We mutually agreed that mind mapping could be an effective
strategy for achieving this goal.
My supervisor suggested that I do a literature review, search for effective techniques
for enhancing creative thinking skills in 9th-grade students, and identify variables
related to creative thinking skills (such as fluency, flexibility, originality, and
elaboration). Then search tools to measure creative thinking skills in students. Then
make a plan that includes conducting a pre and post-test, making lesson plans, and
making activities that promote creative thinking skills.
Mind mapping deals with representing ideas and concepts, allowing students to make
connections and relationships between different elements. By including mind-mapping
activities in the lesson plan, students can learn to think more and more, generate
innovative ideas, and improve their problem-solving abilities.
This study shows benefits for several stakeholders, including students, teachers,
parents, and the community. When Students, promote creative thinking skills through
mind mapping can greatly improve their ability to innovate new ideas, think critically,
and deal with challenges in unique ways. These skills are valuable for academic success
and Creative thinkers are better prepared to deal with changing situations and contribute
new ideas to several aspects of life.

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This project is beneficial for teachers because they can use mind-mapping activities in
their teaching methods. This technique can make learning more engaging and
interactive, allowing teachers to easily show their thoughts and summarise ideas for
their students.
This project is beneficial for the parents because promoting creativity in their children
makes them more open-minded to exploring new ideas and solving problems creatively,
they will become more confident and self-assured individuals. These qualities can
positively affect their development and decision-making abilities.
This project is beneficial for the community of Jalapur Jattan because Creative thinkers
are more likely to donate positively to their community by offering new ideas to solve
problems and explore new opportunities. They can foster the making of new useful
things in the community.
Q. 3. Write the major objectives of the study. (05 marks)
(Explore books and online resources to know what and how has been already
done regarding this problem)
Answer:
The major objectives of research are: I) To measure the initial level of creative thinking
skill of 9th-grade students using the Torrance test before intervention. II)To enhance
the creative thinking skill of 9th-grade students through the technique of mind mapping.
III)To measure the effect of the intervention on the creative thinking skill of 9th-grade
students by conducting post-tests. VI) To compare the levels of creative thinking skill
before and after the intervention. This objective seeks to analyse the improvement in
creative thinking skills among the 9th-grade students after the intervention.
These objectives of the study, including the assessment, enhancement, and
measurement of creative thinking skills among 9th-grade students using the technique
of mind mapping in the context of the given area, Jalapur Jattan, Gujrat, with a sample
of 5 participants. These objectives aim to check the effectiveness of mind mapping
technique in teaching and promote the creative thinking skill through this technique.

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Q.4. Mention the research questions to achieve the objectives. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms?
What particular meaning you will attach to the term when used in this project?)
Answer:
The research questions to achieve the objectives are: I. What are the initial levels of
creative thinking skills (fluency, originality, flexibility, elaboration) of 9th-grade
students in Jalapur Jattan, Gujrat, as measured by the Torrance test before the
intervention? II. Can the technique of mind mapping effectively enhance the creative
thinking skills (fluency, originality, flexibility, elaboration) of 9th-grade students in
Jalapur Jattan, Gujrat? III. What are the levels of creative thinking skills (fluency,
originality, flexibility, elaboration) of 9th-grade students in Jalapur Jattan, Gujrat, after
the intervention, as measured by the Torrance test? VI. Is there a difference in creative
thinking skill levels (fluency, originality, flexibility, elaboration) before and after the
intervention among 9th-grade students in Jalapur Jattan, Gujrat?
In the context of this project on enhancing creative thinking skills through mind
mapping among 9th-grade students in Jalapur Jattan, Gujrat, the key terms and
their meanings are as follows: I). Basic Life Skill, these skills of individuals deal
with effectively performed in various aspects of their lives, like communication,
problem-solving, decision-making, and critical thinking. II). Thinking Skill, this is
a mental ability used to refine information, investigate situations, and produce
solutions. Its includes mental skills like decision-making and problem-solving.
III). Enhance, this refers to recover or grow more. In this project, it refers to
improving the creative thinking skills among 9th-grade students. IV). Creative
Thinking Skill, its ability to produce different, new, and original ideas and
solutions. It includes thinking more and more, and finding the unique way to
solution of problems. V). Mind Mapping, it’s a visual approach that includes
organizing information, ideas, or concepts in a classified and interconnected
manner, by using keywords, images, and branches to represent relationships. VI).
Technique, its specific method for used to achieve a specific goal. In this project,
mind mapping is the technique used to enhance creative thinking skills. VII). Tool,
Torrance Test, its uniform assessment tool intended to measure variables of

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creativity. VIII). Variables, these are the aspects that will be use to measuring and
analysing to detect changes. The variables in this study related to creative thinking
skills are fluency, originality, flexibility, and elaboration. IX). Pre and Post Test,
these are assessments of creative thinking skills conducted before and after the
intervention, its measure any changes in creative thinking abilities. X).
Intervention, this includes specific activity, technique, or method with the aim of
producing a change or improvement in a specific aspect (enhancing creative
thinking skills).
In this project, focused on using mind mapping as an intervention technique to enhance
creative thinking skills among 9th-grade students in Jalapur Jattan, Gujrat, and the
Torrance test will be used to measure the effect of this intervention on variables like
fluency, originality, flexibility, and elaboration.
Q#5. Write down the previous research about your topic with the help of
literature. Updated references will be appreciated. (10 marks)
(Objective/purpose of the study; what was the critical question that was tried to be
answered in this project)
Answer:
(Nasir, 2022) studied and reported on Strategies for promoting creative thinking skills
in science. This project focuses on discovering teaching strategies that will be used to
enhance creative thinking skills in high school students according to science subjects.
The authors planned to find effective teaching strategies. The authors found project-
based learning (PJBL), including digital storytelling, attached with a sciences-based
task-focus orientation, that focuses on three creative thinking variables, which include
associative thinking, visual thinking, and divergent thinking. This technique includes
meaningful problem-solving, technology integration, and collaboration to promote
creative thinking among students. The teacher used a science scenario-based technique
focused on orientation, which promotes creative thinking skills in the science
classroom. It promotes student’s abilities to analyse open-ended problems and find
creative solutions.

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Creative thinking skills have 4 variables Fluency, originality, flexibility, and
elaboration are used to measure the effectiveness of teaching strategies in promoting
creative thinking skills. Fluency is the ability to come up with ideas in limited time.
Originality is the production of novel and innovation of ideas. Flexibility is the ability
to think from a different point of view and elaboration is the production of ideas in
detail (Nasir et al., 2022). For enhancing creativity and innovation among students,
these variables play an important role. according to the study problem-solving strategy
is effective for promoting students in the modern world.
(Miranti, 2017) studied and reported on Creative Thinking Skills Enhancement Using
Mind Mapping. This study addressed the learning problems and ignored the promotion
of creative thinking skills in students. Participants of this research were third-year
culinary education students. Mind mapping technique used to promote creative thinking
skills in participants and discussed the benefits of mind mapping, like its motivation to
actively think to generate new ideas, make the relation between concepts, and promote
a better understanding of concepts, and provided the discussion on the importance of
developing high-level of creative thinking skills.
Mind mapping refers the visual learning and promotes the abilities of participants to
think more. The study describes the steps of creating mind maps, including defining the
main topic, finding keywords, using diagrams or symbols, creating branches, and doing
colours. This project showed greater improvement in creative thinking skills in
participants, other control groups did not show improvement. This shows that mind
mapping technique is effective for enhancing creative thinking skills and promoting
independent, active, and imaginative learning.
(Trisnayanti, 2019) presents the development and validation of a creativity assessment
tool for science education students. The objective of the study is to measure the creative
thinking skills of students by using the Torrance Test Creativity Thinking (TTCT) tool.
The research followed a Barg and Gall Research were followed and planned 5 stages:
identify problems, data collection, create design, design validation, and design
modifications. The TTCT tool was made according to variables of creative thinking
skills, including fluency, flexibility, originality, elaboration, and redefinition. The
validation process is done by experts and teachers of science. This tool is used for

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measuring creativity in grade X students, through pre and post-test. This showed
positive results and improvement in creativity in students.
6. Write down the major variables of the study with their definitions.
Support the definitions with references. (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the
early-grade students whose handwriting in Urdu was not good or the students of class
VIII who did not have good communication skills)
Answer:
The major variables of the study are: I). Fluency, It’s the ability to make quickly a large
number of ideas. It’s an important part of creative thinking skill and problem-solving
skills. Torrance (Speedie, 1971) describes fluency as a creating large number of replies
within a given time. II). Originality, it’s the ability to create new ideas that do not exist
before. More described originality by Guilford (Maltzman, 1960) , said originality
refers to the making of different responses. III). Flexibility refers to the making of a
diverse range of ideas. Flexibility is defined as the ability to switch among different
categories and dimensions of thought. (Urban, 2004). IV). Elaboration, it’s to the
process of adding details to ideas. According to (Runco, 2012), elaboration involves
enhancing the complexity and intricacy of ideas.
This project focused on enhancing creative thinking skills through mind mapping
among 9th-grade students. The participants of this project are 5 girls from Jalalpur
Jattan, Gujrat. Two participants were studying biology, and the other three were
studying computer science. It was observed that two participants were not very active
and were weaker in rote memorization, which affected their overall academic
performance.
The other three participants were more active, confident, and engaged in their studies.
These participants showed high levels of participation and interest. All participants had
a good command of the Urdu language, but they were weak in the English language.
This suggests areas for improvement and support in language skills, particularly in
English, to further enhance their overall educational experience.

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Q#7. Mention the tool of research with its major indicators used to measure the
initial and final level of the skill among the students. Briefly describe the validation
process. (10 marks)
(Narrate the process step-wise. The procedure of intervention and data collection)
The Torrance Tests of Creative Thinking (TTCT) are used as a tool of research to
measure the initial and final level of creative thinking skills among grade 9 students.
The major variables, fluency, flexibility, originality, and elaboration of creativity are
used to measure. The assessment tool of Torrance Tests of Creative Thinking (TTCT)
is well-established and used for measuring the level of creativity by using its variables,
including fluency, flexibility, originality, and elaboration. For that make subtests that
assess different aspects of creative thinking skills. In other research, for measuring the
creative thinking skill, the TTCT has been used. This shows it's validated over time,
ensuring its reliability and effectiveness in assessing creative thinking skills. The
validation process of the test used in this project was overseen by its development
process and approved by supervisor, Sir Mubeen ul Islam. As an expert, His approval
provides more validation for the use of the tool within this research project.
The objective of the intervention is to enhance creative thinking skills in grade 9th
students through mind mapping. The plan of intervention involved a 10-day, which
included creating lesson plans with activities and practices according to the use of mind
maps and creative thinking skills. During the intervention, participants were more
focused on introducing the concept of creative thinking, explaining its variables
(fluency, flexibility, originality, and elaboration), and highlighting the effectiveness of
mind-mapping techniques and creativity in real-life affairs.
For data collection, a TTCT-based test was used for 5 participants in grade 9th before
and after the intervention. To assess the different aspects of creativity, like fluency,
flexibility, originality, and elaboration, this test included four tasks, each task had 5
marks and a total of 20 marks. These tasks are planned on general topics. The purpose
was to measure the pre and post-levels of creativity among the participants to ensure
the effectiveness of the mind-mapping technique used in the intervention. The pre-test
was conducted before the intervention period to measure the initial level of creative
thinking skills among participants. The post-test was conducted the same as the pre-test

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after 10 days of intervention to measure the improvement level of creative thinking
skills in participants.
Q#8. Describe the procedure through which you develop the selected sub-
theme among the students applying specific technique? (10 marks)
Answer:
The sub-theme of thinking skills was developed by a proper procedure. In the first step,
I selected the broader theme of basic life skills and the specific sub-theme of thinking
skills. After that, I did a literature review on creative thinking skills enhancement, which
included several articles and research papers to understand the topic deeply. According
to my literature review understanding, I identified the mind mapping technique to
enhance creative thinking skills in participants. I used the Torrance test tool to measure
the students' creative thinking skills. I identified the variables of creativity like fluency,
flexibility, originality, and elaboration.
My research was acquired at the private school of Jalalpur Jattan, Gujrat. participants
were 9th grade students. I make research objectives and related questions. I make a
comprehensive test of 4 tasks to measure their creative thinking skills, before and after
the intervention.
I make 10 lesson plans including creative thinking skills and related variables. Before
starting the intervention, I measured the creative level of participants, for that I
conducted a pre-test. the day’s intervention conducted by me, during this I engaged the
students in various mind-mapping activities, stressing the importance of this skill. I
conducted a post-test similar to the pre-test, with the same tasks. As a result, data were
compared to determine the effectiveness of the mind-mapping intervention in
enhancing creative thinking skills. Changes in each student's creative thinking skills
were noted and compared between the pre-test and post-test results.
The results show each improvement in creative thinking skills through the chart graph.
The effectiveness of the mind mapping strategy was evaluated, and during the
intervention, some students did not take an interest in mind mapping, for solve this
problem I engaged them in other activities. Recommendations show that ten days of
intervention was limited, so does not use a mind mapping strategy effectively. the 5

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participants are too limited, including adjustments to activities and lesson plans to boost
creative thinking skills.
Q.9. How will you analyze the data, give statistical techniques? Also mention
Findings of the study. (10 marks)
Answer:
By using the Torrance test as a measurement tool to measure improvement in creative
thinking skills of grade 9 students. The data collect through pre-test and post-test of five
students and measuring their creative thinking skills in terms of four variables: Fluency,
Flexibility, Originality, and Elaboration.
In this project, descriptive statistics and visual aids is used for analyze the data. For
final results calculated the sum of scores for each variable, represented the data of each
student in graphs.
In Graphs data showed in following ways, I). X-axis: Students (1st, 2nd, 3rd, 4th, 5th)
II). Y-axis: Score (out of 20). III). Plot 5 bars for each student: these bars show the
Fluency, Flexibility, Originality, Elaboration and final level of creative thinking skill.
1st Student 2nd Student 3rd Students 4th Students 5th Students
Fluency 2 1 2 2 2
Flexibility 2 2 3 4 4
Originality 3 3 3 4 4
Elaboration 3 3 3 3 2
Final 10 9 11 13 12
2
1
2 2 2
2 2
3
4 4
3 3 3
4 4
3 3 3 3
2
10
9
11
13
12
Pre-Test results of participents
Fluency Flexibility Originality Elaboration Final

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First Student get 10/20 marks in pre-test and get 15/20 scoured in post-test. This student
showed improvement in all variables (Fluency, Flexibility, Originality, Elaboration).
This improvement suggests that the student's creative thinking skills were positively
influenced by the intervention (mind mapping).
Second Student get 9/20 marks in pre-test and get 18/20 scoured in post-test. This
student showed significant improvement in all variables (Fluency, Flexibility,
Originality, Elaboration). This improvement suggests that the student's creative
thinking skills were positively influenced by the intervention (mind mapping).
Third Student get 11/20 marks in pre-test and get 19/20 scoured in post-test. This
Originality, Elaboration). This suggests that the mind mapping approach effectively
enhanced the student's creative thinking abilities.
Fourth Student get 13/20 marks in pre-test and get 18/20 scoured in post-test. This
Originality, Elaboration). This suggests that the mind mapping approach effectively
enhanced the student's creative thinking abilities.
Fifth student get 12/20 marks in pre-test and get 12/20 scoured in post-test. The
student's scores remained relatively consistent between the pre-test and post-test, with
1st Student 2nd Student 3rd Students 4th Students 5th Students
Fluency 3 4 4 4 2
Flexibility 4 5 5 4 4
Originality 4 5 5 5 3
Elaboration 4 4 5 5 3
Final 15 18 19 18 12
3
4 4 4
2
4
5 5
4 4
4
5 5 5
3
4 4
5 5
3
15
18
19
18
12
0
2
4
6
8
10
12
14
16
18
20
Post-Test Results
Fluency Flexibility Originality Elaboration Final

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a minor decrease in Fluency, Flexibility, and Originality. The Elaboration score also
decreased. However, there was no significant change in the total score, suggesting
limited improvement in creative thinking skills.
Findings of the Study suggests that mind mapping strategy had a positive effect on the
4 students and one student did not show any performance. however, this technique
improves aspects of creative thinking skills, Fluency, Flexibility, Originality, and
Elaboration. according to result its proved that mind mapping strategy is very effective
for enhancing creative thinking skills in grade 9th students. this strategy is effective for
all 9th grade students in Gujrat.
This project focused on enhancing creative thinking skills through mind mapping
among 9th-grade students in the one private school of Jalalpur Jattan, Gujrat. Torrance
test use as assessment tool. Data collected through pre and post-test.
The five students participate in this project. During the ten days’ intervention, various
activities were planned using the technique of mind mapping. The data collected for
each student's creative thinking levels before and after the intervention are as follows:
comparison of pre and post results:
1st student 2nd students 3rd students 4th students
Pre-test result 10 9 11 13
Post- test result 15 18 19 18
10
9
11
13
15
18
19
18
0
2
4
6
8
10
12
14
16
18
20
COMPARISION OF PRE AND POST TEST
RESULTS
Pre-test result Post- test result

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The intervention using mind mapping as a strategy to enhance creative thinking skills
among 9th-grade students in Jalalpur Jattan, Gujrat, has resulted in an overall
improvement in the creative thinking abilities of the participants. The use of mind
mapping positively influenced their creative thinking skills.
The data discloses variability in the results of individual students. While some students
showed substantial improvements in their creative thinking scores (e.g., students 2, 3,
and 4), others demonstrated A normal increase (e.g., students 1 and 5). This variation
could be attributed to factors such as individual learning styles, prior exposure to
creative thinking concepts, and engagement levels during the intervention.
Its observed that students increase scores in all aspects of creative thinking skill
(fluency, originality, flexibility, elaboration) suggests that mind mapping effectively
improve various aspects of creative thinking. This supports the efficacy of mind
mapping strategy for fostering creative thinking skills in educational settings.
some limitation exist in this project like small size sample, students of same school or
same gender. Only 10 days’ intervention impact is not long term. Further research could
involve a larger and more diverse sample, an extended intervention period, and
potentially a comparison with other creative thinking enhancement techniques to
provide a more comprehensive understanding.
1st student 2nd students 3rd students 4th students 5th students Category 6
Pre-test result 10 9 11 13 12
Post- test result 15 18 19 18 12
10
9
11
13
12
15
18
19
18
12
0
2
4
6
8
10
12
14
16
18
20
Comparision of pre and pos test results
Pre-test result Post- test result

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The findings of the study recommend that using mind mapping into lesson plans can be
an effective way to promote creative thinking skills in students. The positive results of
this study encourage teachers to using mind mapping techniques into their teaching
practices to promote creative thinking skills among students.
Q#11. Give a brief summary of the research project. (05 marks)
Answer:
This research project was conducted in a private school in Jalalpur Jattan, Gujrat. The
overall school has good academic quality. The participants are from lower or middle-
class backgrounds, and some families are well-settled. The community has a moderate
literacy rate and focuses on memorization. This research aimed to enhance creative
thinking skills through mind mapping among 9th-grade students, measuring creative
thinking skill levels before and after intervention and comparing pre and post-
intervention skill levels. The questions of this research focus on the research objectives.
This project was beneficial for stakeholders because through this project student
enhanced creative thinking skills for better problem-solving and decision-making. Key
terms include basic life skills, thinking skills, enhance, creative thinking skills, mind
mapping, Torrance test, variables, area, participants, pre and post-test, and intervention.
According to the literature review, the first article by Nasir, Halim, and Arsad (2022)
discovers an effective teaching technique project-based learning (PJBL), to enhance
creative thinking skills in science education among high school students. The findings
of an article by Miranti and Wilujeng (2017) show that mind-mapping techniques
promote creative thinking skills among third-year students. Miranti and Wilujeng
highlight the benefits of mind-mapping techniques for the promotion of creativity in his
article. The other article highlights the effectiveness of the TTCT used as a measuring
tool for creativity.
The major variables of the study are fluency (large numbers of ideas generated in
limited time), originality (generating different ideas), flexibility (changing one to
another idea), and elaboration (adding detail). The five girls from grade 9th participated

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in this project. The project aimed to improve their creative thinking skills using mind-
mapping techniques.
The intervention was conducted for a 10-day, to promote creative thinking skills
through mind mapping. Data collection involved The Torrance test was used to assess
creative thinking skills before and after the intervention. This test used in other research
to measure creativity and other skills and approved by the supervisor showed its
validity.
The result of the study showed that the mind mapping strategy is effective for teaching
and participants were improving their creative thinking skills and the Torrance test as
an assessment tool is very effective. Descriptive statistics were used for the analysis of
the data and results were shown in graph charts. The final results of the study showed
that most participants improved their creative thinking skills after the intervention.
Students 2, 3, and 4 showed high improvement, representative of the effectiveness of
the mind-mapping intervention. However, one student did not show significant
improvement.
Overall, the study suggests that the use of mind mapping in conjunction with the
Torrance test can enhance creative thinking skills in students. All teachers of Gujrat
used this strategy to make the lecture more effective. The results show each
improvement in creative thinking skills through the chart graph. The effectiveness of
the mind mapping strategy was evaluated, and during the intervention, some students
did not take an interest in mind mapping, for solve this problem. I engaged them in
other activities. Recommendations show that all teachers of Gujrat can used this
strategy to make the lecture more effective. Limitations showed that ten days of
intervention was limited, so does not use a mind mapping strategy effectively. The 5
participants are too limited, including adjustments to activities and lesson plans to boost
creative thinking skills.

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Q#12. Do you think that this research project is helpful in your professional
development? Mention the areas of improvement in detail. (10 marks)
Answer:
yes, by doing this project I have learned many professional skills. During the process
of finding the problem and making the research topic, I have improved my observation
skills. when I did a literature review, it improved my reading skills and my
understanding of the educational gaps that exist in promoting creative thinking. This
skill helps me in choosing teaching methods according to the curriculum. The ten lesson
and activates planed according to topic enhanced my organizational and planning.by
discussing my topic to colleague and supervisor, and interact with students during
intervention, improved my communication skills.
The data collection process improved my understanding of how to collect data, interpret
it, and compare the results. The written research work done at the Ms word, it improved
my Ms word and excel software skills. the research project's focused on mind mapping
has prepared me with the ability to identify keywords, think more and linked concepts
or provided detail. I have improved many skills by doing this projects that’s helpful for
me in my professional life.

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Q#13. Give detail of work cited in your research project following APA.
(10marks)
References
Im, H. H. (2015). Teaching Creative Thinking Skills: A Longitudinal Study. Clothing
and Textiles Research Journal, , 33(2), 129-142.
Maltzman, I. (1960). On the training of originality. Psychological review, 67(4), 229.
Miranti, M. G. (2017). Creative Thinking Skills Enhancement Using Mind Mapping.
Advances in Social Science, Education and Humanities Research (ASSEHR),
112, 39-42. Retrieved from http://creativecommons.org/licenses/by-nc/4.0/
Nasir, W. (2022). Strategies in promoting creative thinking skills in science. Cypriot
Journal of Educational Sciences, 17(12), 4839-4855.
doi:https://doi.org/10.18844/cjes.v17i12.7605
Runco, M. A. (2012). Divergent thinking as an indicator of creative potential. Creativity
research journal, 24(1), 66-75.
Speedie, S. M. (1971). Comment on Fluency as a pervasive element in the measurement
of creativity. Journal of Educational Measurement, 8(2), 125-126.
Trisnayanti, y. M. (2019, December). Development of Torrance test creativity
instrument in science learning. AIP Conference Proceedings, 2194.

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Urban, K. K. (2004). Assessing creativity: the test for creative thinking-drawing
production (TCT-DP) the concept, application, evaluation, and international
studies. Psychology Science, 46(3), 387-397.

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