Mcharo, Henry Bornege and Wandela, Euginie Lucas (2024) The Relationship Between Project-Based Assessments and Students’ Creativity in Secondary Schools. British Journal of Education, 12 (10). pp. 68-81. ISSN 2054-6351(Print),2054-636X (Online)
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Abstract
This study investigates the relationship between the frequency of project-based assessments and the enhancement of creativity among secondary school students. Employing a mixed-methods approach, data were collected from a sample of 100 students, 55 teachers and 02 academic masters across two secondary schools. The findings reveal a significant positive correlation between the regular implementation of project-based assessments and elevated levels of creativity in students. Specifically, students who frequently engaged in project-based tasks demonstrated higher creative thinking and problem-solving skills compared to those with less exposure. The results suggest that project-based assessments are a valuable tool in fostering creativity, an essential skill in today’s dynamic educational landscape. However, challenges such as time constraints and resource limitations were identified, indicating a need for further support and resources to maximize the effectiveness of these assessments. The study concludes by recommending increased professional development for teachers and more structured integration of project-based learning into the curriculum to enhance student creativity further.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 15 Sep 2024 04:07 |
| Last Modified: | 15 Sep 2024 04:07 |
| URI: | https://tudr.org/id/eprint/3366 |
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