Impact of Scientific Creativity on Academic Performance in Science and English Subjects among Junior High School Students

Abstract

The present research paper examines the impact of scientific creativity on academic performance in Science and English subjects among Junior High School Students. Adopting a quantitative approach, the study utilized the Descriptive Survey Method integrated with a comparative and correlational research design. A representative sample of 120 Junior High School Students (60 boys and 60 girls) studying in grades 7 to 9 was drawn from various schools in the Delhi region using the Stratified Random Sampling technique. The Scientific Creativity Test constructed by Baqer Mehdi was administered to measure scientific creativity, while academic performance was assessed through students' annual achievement scores in Science and English. The organized quantitative data was statistically treated using Mean, Standard Deviation, independent t-test, and Pearson's Product-Moment Correlation Coefficient.

The empirical findings revealed: (1) No statistically significant difference exists between male and female students regarding scientific creativity (t = 1.10, p > 0.05). (2) A statistically significant positive correlation (r = 0.52, p < 0.01) was found between scientific creativity and academic performance in Science. (3) A statistically significant positive correlation (r = 0.34, p < 0.01) was found between scientific creativity and academic performance in English. (4) A statistically highly significant difference (t = 6.15, p < 0.01) was confirmed between high and low scientific creativity groups, proving that students with high scientific creativity achieve markedly superior academic performance. In conclusion, scientific creativity emerges as a strong psychological predictor of academic performance, with a comparatively stronger association observed with Science than with English.