Cultivating creative thinking in Pakistani public schools: a quasi-experimental study

The study addresses an urgent educational need in Pakistan, where rigid curricula, traditional teaching practices, and limited teacher training constrain the development of creative thinking among students. In the context of a global emphasis on creativity as a driver of innovation and societal progress, the purpose is to evaluate the effectiveness of the CoRT (Cognitive Research Trust) program in enhancing creative thinking among 8th-grade students in public schools through English instruction. The research seeks contextually appropriate recommendations for policy, curriculum, and teacher development to localize creative thinking practices. Research questions: (1) What are the levels of creative thinking among students in Pakistan? (2) To what extent do Pakistani elementary students exhibit creative thinking when the experiment is applied? Hypotheses: H1 There is a positive effect of creative thinking programs on students. H2 There are statistically significant differences between control and experimental groups. H3 There are statistically significant differences between the pre-test and post-test in the experimental group.

The review situates creativity as essential in a globalized, innovation-driven world, calling for systemic educational change toward fostering creative capacities. Traditional, teacher-centered methods prevalent in Pakistan contrast with student-centered, innovative practices in systems like Finland. Commercial cognitive-skills programs (PCP, PTP, CoRT) have shown benefits; CoRT, devised by Edward de Bono, encompasses six sections (breadth, organization, interaction, creativity, information and feeling, action) and has demonstrated effectiveness across countries (e.g., UK, Malaysia, South Africa, Jordan, Saudi Arabia). The TTCT is the most widely used instrument for assessing creativity, with verbal and figural forms and multiple subscales (fluency, flexibility, originality, elaboration, abstractness of titles, resistance to premature closure) and creative strengths. In Pakistan, rote learning and outdated pedagogies impede creative development; teachers often lack ongoing professional development. Research underscores the teacher’s role, classroom environment, and methodologies (e.g., cooperative and student-centered learning) in cultivating creativity. Within English teaching/learning, creative approaches and novelty can improve engagement and outcomes; integrating humor and creative homework supports creative growth. Given the paucity of creative thinking programs and teacher training in Pakistan, implementing CoRT within English instruction is proposed to address these gaps.

Design: Quasi-experimental pretest-posttest control group design to evaluate the effect of CoRT-based instruction (independent variable) on creative thinking (dependent variable). Population and setting: 8th-grade English students in Punjab, Pakistan; study conducted at Government Girls MC High School Kot Fareed, Sargodha. Sample: Purposive sampling of two intact 8th-grade sections (n=60; ages 12–14), assigned as experimental (n=30) and control (n=30). Reliability and scoring: TTCT used as primary assessment; standardized pre- and post-tests administered to both groups. Three independent raters scored TTCT; scores averaged. Inter-rater reliability Cronbach’s alpha=0.85. Intervention content and duration: Focused on CoRT-1 (breadth), CoRT-4 (creativity), and CoRT-6 (action), selected for their efficacy in promoting creative thinking. Total study period: 8 weeks. Pretest administered to both groups; experimental phase lasted 6 weeks (30 hours; 5 hours/week) integrating CoRT lessons into English instruction. Control group followed standard English curriculum using traditional methods (lectures, textbook exercises, rote memorization). Post-test administered one week after the intervention to assess sustained effects. Measures and dimensions: Predominantly figural TTCT, with some verbal TTCT activities aligned to the thinking model. Scored on six dimensions: fluency, flexibility, originality, elaboration, abstractness of title, resistance to premature closure; overall creative index also computed. Implementation and teachers: Two experienced English teachers with similar backgrounds; experimental-group teacher received training on CoRT integration (principles, structure, classroom strategies), while the control-group teacher continued standard instruction. Classroom observations documented student experiences during training. Analysis: Data analyzed with MS Excel and SPSS. Between-group comparisons and within-group pre-post changes assessed; paired-sample t-tests and Wilcoxon signed-rank tests used; effect sizes (Cohen’s d) reported.

• Sample and setting: 60 students (30 experimental, 30 control); 6-week CoRT integration within English class. - Category shifts (experimental group): Post-test showed overall increases across levels: High=11 students (36.67%), Moderate=16 (53.33%), Low=3 (10%), indicating improvement from pre-test distributions. - Between-group comparisons (post-test control vs experimental; Table 2) showed significant advantages for the experimental group across all TTCT domains with large effect sizes: Fluency t=7.439, p<0.001, d=1.78; Flexibility t=5.393, p<0.001, d=1.04; Originality t=7.549, p<0.001, d=1.46; Elaboration t=8.073, p<0.001, d=2.21; Title t=4.569, p<0.001, d=1.09; Closure t=8.231, p<0.001, d=2.10; Overall Creative Index t=9.387, p<0.001, d=2.29. - Within experimental group pre-post improvements (paired analyses; Table 3) were significant across all domains, with large differences, including Overall Creative Index t=10.926, p<0.001. - Pre-test equivalence: Significant pre-test differences were observed in Fluency (t=2.670, p=0.012) and Closure (t=2.617, p=0.014) between control and experimental groups; despite this, the intervention yielded substantial post-test gains for the experimental group. - The closure dimension exhibited the greatest categorical improvement (noted percentage change 53.33%). - Inter-rater reliability was high (Cronbach’s alpha=0.85). Overall, findings support H1–H3, demonstrating that CoRT-based instruction significantly enhances creative thinking skills on TTCT dimensions and overall index.

The findings indicate that structured CoRT instruction embedded in English classes substantially improves multiple facets of creative thinking (fluency, flexibility, originality, elaboration, abstractness of titles, resistance to premature closure) among Pakistani 8th graders. These results directly answer the research questions by documenting baseline levels and showing robust improvements following the intervention. They align with prior international evidence on CoRT’s effectiveness and underscore the mediating role of classroom methodology in developing creativity. The pronounced gains, particularly in closure, suggest that targeted thinking tools can cultivate perceptual breadth and divergent, lateral thinking, addressing deficits associated with traditional, rote-centered pedagogy. The study highlights the critical importance of teacher training and supportive school leadership in creating environments conducive to creativity, reinforcing that professional development and methodological innovation are central to scaling creative thinking in public schools.

The CoRT Thinking Program, integrated into 8th-grade English instruction in a Pakistani public school, significantly enhanced students’ creative thinking, problem-solving, idea generation, and creative confidence. High engagement and enjoyment accompanied the gains, reinforcing the link between positive learning experiences and creativity. The study advocates integrating structured creative thinking programs into curricula and prioritizing teacher training, resources, and facilities to sustain creative learning environments. While policy recognizes creativity’s value, implementation gaps remain; updating courses and leveraging government support are essential to institutionalize creative thinking in public schools. Recognizing and building on students’ often overlooked creative strengths can yield more inclusive and effective teaching and learning.

• Sample size and design: Although n=30 per group meets common experimental recommendations, the authors note that the sample size limits the employment of inferential statistics and generalizability beyond the single-school context. - Group equivalence: Significant pre-test differences existed for Fluency and Closure, requiring cautious interpretation of between-group post-test contrasts. - Teacher training differential: Only the experimental group’s teacher received CoRT training; this difference may have influenced students’ perceptions and outcomes, confounding pure program effects. - Setting and sampling: Purposive sampling at one public school in Sargodha limits external validity and cross-context applicability.