Abstract:
The study examined the effects of cognitive style and context on students’ creativity using one hundred and twelve (112) participants drawn from Capital City Secondary School Awka, Nigeria. Participant’s responses from Group Embedded Figure Test (GEFT) and Divergent Thinking Task (DTT) used in measuring cognitive style and creativity respectively were subjected to 2-way-ANOVA statistical test. The results of the analysis shows that a significant main effect was observed for cognitive style, F (1, 108) = 8.07, p < .05 with the field-independent (M = 13.63, SD = 3.50) performing better on creativity task than the field-dependent (M = 11.75, SD = 3.69), which confirmed hypothesis I. Also, a significant main effect was observed for context, F (1, 108) = 6.88, p < .05 with the same environmental context (M = 13.55, SD = 3.32) performing better on creativity task than the different environmental context (M = 11.82, SD = 3.89), which also confirmed hypothesis II. The implications of the findings have shown that field-independent and field-dependent students perform differently to the same and different environmental context on creativity tasks. And, suggestions were made for further study.
