Relationship Between Critical Thinking and Creative Thinking among Secondary School Students

Abstract

The development of higher-order cognitive skills has become a central goal of contemporary education systems. Among these skills, critical thinking and creative thinking are widely regarded as essential competencies that enable learners to analyze information, generate new ideas, and solve complex problems. The present study examines the relationship between critical thinking and creative thinking among secondary school students. A quantitative descriptive survey research design was employed for the study. The sample consisted of 600 Class IX students selected through stratified random sampling from government and private secondary schools. Data were collected using the Murthy Critical Thinking Scale (MCTS) and the Verbal and Non-Verbal Creative Thinking Test developed by Baquer Mehdi. Statistical analysis was conducted using descriptive statistics and Pearson’s Product Moment Correlation. The findings revealed that secondary school students generally demonstrate moderate levels of both critical thinking and creative thinking. The correlation analysis indicated a statistically significant positive relationship between critical thinking and creative thinking. The results suggest that students who possess stronger analytical reasoning abilities also tend to exhibit greater originality and flexibility in thinking. The study highlights the importance of integrating instructional strategies that simultaneously promote critical and creative thinking skills in classroom environments. The findings provide useful implications for educators, curriculum developers, and policymakers seeking to foster holistic cognitive development among secondary school students.