Perceived Creative Thinking and Its Relationship to Preferred Learning Styles among Gifted Students in Al-Sharqiyah North Governorate in the Sultanate of Oman

Abstract

This study aimed to determine the perceived level of creative thinking among gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman. It also aimed to reveal differences in the responses of the study sample members regarding perceived creative thinking among gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman according to the variables (academic stage and type of talent). To investigate the preferred learning styles of gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman. To reveal differences in the preferred learning styles of gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman according to the variables (academic stage and type of talent). To clarify the nature of the relationship between perceived creative thinking and preferred learning styles among gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman. The study followed the descriptive correlational approach. The study sample consisted of the total number of students diagnosed with the Tharwa Program of the Ministry of Education in North Al Sharqiyah Governorate. To achieve the study objectives, the Perceived Creative Thinking Scale prepared by (Al-Harbi and Al-Bourini, 2020) and Learning Styles prepared by (Abu Saleh and Al-Tarawneh, 2020) were used. The study reached a set of results, the most important of which are: Gifted students in North Al Sharqiyah Governorate in the Sultanate of Oman generally enjoy a high level in the dimensions of perceived creative thinking. The results indicate no statistically significant differences in the level of perceived creative thinking according to the variable of academic grade, while the results indicate the presence of statistically significant differences in the dimension of flexibility, where students with social, mathematical and legal talents outperformed. The most common style among the sample members was internal holistic thinking. The results showed a statistically significant difference in holistic interactive thinking in favor of eighth-grade students, a statistically significant difference in linear external thinking in favor of students with scientific (technical) interests and those with special and unique interests, and astatistically significant correlation between all learning styles and the perceived creative thinking dimensions of gifted students.