A Comparative Study of Creativity and Academic Achievement Among Adolescents from Supportive and Non-Supportive Classroom Environments

This paper is based on a comparative quantitative research design, which examines the variation in the levels of creativity and academic performance of adolescents who were exposed to supportive and non-supportive classroom settings. The sample population was selected through purposive sampling of 240 secondary school students by taking an equal ratio of students in non-supportive and supportive classroom environments. Research questions were investigated on the level of creativity, academic performance, classroom climate, teacher encouragement and student autonomy. The results show that there were great variations in the two groups in terms of measures of creativity and academic achievement. Higher creativity score and superior performance of students in supporting classroom settings have been shown to be better than students in non-supportive classroom settings. The t-tests of independent samples show that both the creativity and academic achievement of the two kinds of classrooms are significantly different. Additional results obtained indicate that teacher encouragement and participative classroom climate are two significant factors to enhance better student outcomes, which involves 45% of the relationship between creativity and achievement scores. The research highlights the significance of favorable classroom environments in ensuring cognitive flexibility as well as academic achievement among teenagers. The results are in line with the modern education theories that address the importance of environmental support to develop creative and academic growth. Nevertheless, the article mentions such limitations as the limitation of the sample size and the use of institutional academic records. Further studies of other psychosocial factors and the use of longitudinal studies to enhance the understanding of the long-term developmental outcomes are important in the future.