IMPACT OF CREATIVITY AND CRITICAL THINKING ON CHEMISTRY AT THE HIGHER EDUCATION LEVEL

Abstract

This study explores the significant influence of creativity and critical thinking on the pursuit of chemistry education at the higher academic level. With the rapidly changing landscape of scientific inquiry and the demand for innovative problem-solving, nurturing these cognitive skills has become crucial for aspiring chemists. The research aims to examine the correlation between creativity, critical thinking, and academic accomplishment in higher education chemistry courses by examining how these cognitive abilities influence students' ability to comprehend and apply complex chemical principles to real-world scenarios. Through a comprehensive methodology, including surveys, assessments, and qualitative analysis, the study seeks to identify the factors that facilitate or hinder the development of Creativity and Critical Thinking (CCT) among undergraduate chemistry students. By unravelling the intricate relationship between creative, critical thinking, and chemistry education, this research aims to provide valuable insights for educators, curriculum developers, and policymakers. The outcomes of this study hold significant implications for higher education pedagogy, inspiring transformative teaching approaches that foster creative thinking and analytical skills in students. Equipping the next generation ofchemists with these essential cognitive tools can pave the way for innovative scientific contributions and empower them to address the pressing challenges of the future with ingenuity and confidence. Ultimately, this research aspires to advance higher education in chemistry by cultivating a dynamic learning environment that nurtures intellectual curiosity and critical inquiry, positioning students for success in their academic journeys and professional careers. This research study utilized ANOVA with Cochran's test, intraclass correlation coefficient, descriptive statistics, correlation analysis, regression analysis, and LSD post hoc test to analyze a dataset with 741 participants across multiple variables. The results indicated significant variability between subjects, some variability between items, and a considerable amount of unexplained variability. However, the interaction effects and some individual predictors did not show significant effects on LA. Overall, the study provides valuable insights into the relationships between variables and their impact on academic achievement.

Keywords: Creative Thinking Skill, Critical Thinking, Higher Education Level, Students' Cognition, Problem-Based Learning, Academic Achievement.