IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 9, Ver. 5 (September. 2018) 11-17 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOI: 10.9790/0837-2309051117 www.iosrjournals.org 11 | Page A Study on Creativity of Secondary School Students in Lakhimpur and Sonitpur Districts of Assam Dr. Jadab Dutta 1 , Dr. Pranab Chetia 2 1 Assistant Professor, Department of Education, Himalayan University, Itanagar-791111, Arunachal Pradesh 2 Associate Professor, Dikhowmukh College, Department of Education, P.O-Bharalua Tinawali Dist- Sivasagar Pin-785664, Assam (India). Corresponding Author: Dr. Jadab Dutta Abstract: The present study investigated the creativity of secondary school students in Lakhimpur and Sonitpur districts of Assam.The study was conducted on four hundred class-X students by giving due representation to boys (200) and girls (200) as well as rural and urban localities of both the districts. The 08 Government and 04 Private secondary schools were selected using stratified random sampling technique, and students were selected using simple random sampling technique.The descriptive survey method is used for data collection using creativity test developed by Baqer Mehdi. The findings of the study were there was no significant mean difference on creativity between male/female, rural/urban as well as government/private secondary students of both the districts of Assam. Keywords: Creativity and Secondary School Student. -------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 05-09-2018 Date of acceptance: 20-09-2018 -------------------------------------------------------------------------------------------------------------------------------------- I. INTRODUCTION Creativity has been seen as the only uniquely “human” characteristic, defining an area where, for instance, microelectronics cannot go. In this view, creative thinking is a base of human dignity in an age where machines, especially computers, seem to be taking over routine skilled activities and everyday thinking. Openness, courage, and the like, which are themselves seen as both pre-requisites for and results of a healthy personality, creativity is thought to foster positive adjustment to life. In educational settings, creativity is seen as a special approach to learning that involves both “creative” teaching and “creative” learning strategie s. These strategies facilitate learning and are simultaneously a result of appropriate teaching and learning. II. REVIEW OF RELATED STUDY Pandey (1981) has made an investigation of creativity as related to rural-urban background, sex socio- economic status and formal education. He found that creativity had an insignificant but slightly positive relationship with the upper socio-economic status group and had an insignificant but slightly negative relationship with the lower socio-economic status. Also he found the significant difference among the mean creativity scores of rural and urban students. Agarwal, S. (1982) studied creativity as a function of self-esteem, risk-taking and home background. The study gave the following conclusions: (i) Risk taking more or less, was found to be a positive and significant factor in fostering creativity of both the sexes. (ii) Self-esteem was found to be a significant factor to promote creativity, especially in the case of boys. In the case of girls its impact was not very powerful. (iii) Socio economic condition of the home played no role or very insignificant role in fostering creativity of both the sexes. (iv) In all the designs, parental acceptance was found to be very significant and positive factor in the development of creativity of both the sexes. (v) Parental rejection was to be a negative and demoting factor in creative development especially in the case of boys. In the case of girls its effect was not observable. (vi) Except social risk-taking, other types of risk-taking and self-esteem did not interact with each other to affect creativity. (vii) Risk-taking and socio-economic condition did not interact to influence creativity. (viii) Risk taking its various ramifications did not interact with parental acceptance and rejection to influence creativity. (ix) Self- esteem and socio-economic conditions did not interact with each other to affect creativity of either sex. (x) Self- esteem and parental acceptance did not interact to influence creativity of either boys or girls. (xi) Self-esteem and parental rejection did not know interact significantly to influence creativity. (xii) Risk taking and parental acceptance were found to be more important predictors of creativity than self-esteem and socio-economic conditions.