Exploring the Relationship Between Critical Thinking and Creativity in University Students: Gender Differences and the Assessment of Skills

Abstract

This study aimed to explore the relationship between the critical thinking and creativity skills of university students. The objectives were to explore the level of critical thinking skills, the degree of creativity in students’ written exam papers, the nature of the relationship between these constructs, and gender differences in the manifestation of these skills in writing. A sample of 167 students, including 100 females and 67 males, from a co-educational university participated in the study. Data were collected using self-report measures for critical thinking and creativity from student mid-term exam papers. The assessment tool to assess critical thinking skills, and an adapted version of the TTCT VerbalA was used to measure the creativity level in the written products. Descriptive statistics, correlation analysis, and comparative analysis were conducted using SPSS (version 29). The findings revealed that both the variables’ scores were moderate in the data. They also indicated that students fall within the moderate level of both the skills. A significant positive correlation was found between critical thinking and creativity, suggesting a meaningful relationship between these constructs. Gender differences were also observed, with females scoring higher in both the constructs compared to males. Furthermore, these insights highlight the need for educational strategies that foster both skills, ensuring a balanced development among students. This study is useful for educators, policymakers, and researchers interested in critical thinking and creativity and also underscores the need for future research and curricula to enhance student learning outcomes.