Educational Research Journal

Abstract

Singaporean children?s views of activities that they desire in the classroom and that they consider useful for fostering creativity are investigated. In the first study, 225 children (age 9-12 years) rated on a 5-Likert scale the degree of desirability of 25 activities that they wish to have. Three interpretative factors were identified. Factor 1 refers to conventional activities that take place every day (e.g., doing worksheet, spelling words). Factor 2 consists of alternative activities that can generate different learning atmospheres (e.g., games, riddles, learning computer skills). Factor 3 represents activities that demand children?s active involvement (e.g., role-plays, project work). In the second study, 115 children (9-12 years old) rated the degree of usefulness of the same activities for fostering creativity on a 5-Likert scale. Four interpretative factors were identified. Factor 1 is defined as basic knowledge acquisition (e.g., reading, teacher demonstration). Factor 2 consists of activities that can generate enjoyment in classroom learning (e.g., quizzes, competition). Factor 3 represents activities that challenge children?s independent learning skills (e.g., writing, project work). Factor 4 is composed of two activities related to the acquisition of multimedia expertise (learning computer and video show). Discussion on the inclusion of children?s views in classroom learning is presented.

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