Abstract
This research aims to recognize the influence that creativity units/modules/seminars has on academic performance of students who attend. Consequently, the purpose of this study is to understand the impact that learning creativity has on Porto Accounting and Business School (ISCAP) students. Therefore, a quantitative methodology was developed through a questionnaire with 240 answers from ISCAP's students. The data was studied through reliability and explanatory factorial analysis in order to find the relation between the physical environment, learning climate, and learner engagement on the performance of students. The results show that the physical environment and learning climate have a positive influence on student performance but the same does not happen with the motivation of students. These findings focus on the necessity to improve the student engagement. It is recommended that ISCAP will take into account the factors that lead to the referred results so as to reform and develop new ways in which to improve student performance through student motivation.
TopIntroduction
Some scholars believe that often, school education, instead of providing the learning of creativity they are killing it (Kim & VanTassel-Baska, 2010; Robison, 2007), so if we potentialize a creative environment. that will have a positive influence on the process of creative learning (Garcês, Pocinho, & Jesus, 2016). Haydon (2016) refers that usually, creative thinkers do not have a good performance at school because the institution sees their attitudes (e.g., intrinsic motivation, risk-taking, physical environment, etc.) as a learning disability which means that often the performance of students depends on their attitudes and motivations towards the subjects and being bad at mathematics, sciences, etc. does not necessarily mean that they are bad at rest. Yoga and Irnin (2018) mentions that students need to learn creativity to learn science by implementing a well-planned process of skills that will help students discover their knowledge and motivation for the development of curiosity.
Thereby, the present objective of this study is to understand the relation between the influence that learning creativity has on Porto Accounting and Business School (ISCAP) students' performance through a quantitative methodology that will provide answers to the following research question:
Why are students' attitudes to whom creativity is taught questioned by higher education institutions (HEI) regarding their performance?
In-depth study of this research problem can demystify why so the education system is so often accused of being guilty of killing creativity and the reason for the failure of their students by trying to teach different students with different attitudes, different cognitive styles, different levels of learning the same subjects, in the same way, and by not worrying about which learning technique would better fit each student. So, the learning of creativity can be the answer to developing the performance of all students providing new ways of thinking and problem solving to reach solutions (Smith & Smith, 2012; Kaplan, 2019).
To conclude, Oakley (2014) emphasizes that creativity and learning are connected. He believes that if we recognize how our brain works when trying to study a new concept or new things, it is possible to achieve better awareness of how we learnt and how we can flex our learning style when facing problems that require creativity.
Key Terms in this Chapter
Learning Creativity: Promoting the development of curiosity, ingenuity, and problem-solving skills, which holds the potential to disrupt the classroom process like the orderly progression of the class through the curriculum or the working on the class during the school day.
Student's Performance: Academic achievement as a performance outcome that indicates which students had accomplished specific goals.
Creativity: Process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies; testing and retesting these hypotheses and possibly modifying and retesting them; finally, communicating the results.