Joel Matiku Joshua
Abstract
The purpose of this study was to explore the relationship between Divergent thinking and School performance among secondary school students in Tanzania. Twelve secondary schools in Dodoma region were categorized in two groups. Six schools were strategically drawn from the list of high performing schools and other six from the low performing list in the Form Four National Examinations. The two groups comprised of 444 secondary school students, of whom 217 were males and 227 were females; were exposed to the adopted Gilford’s Alternate Uses Task (AUT, 1967). It was found that there was a statistical significant difference in divergent thinking between the subjects from high performing schools and those from low performing schools whereby on average subjects from high performing schools scored higher in divergent thinking than their counterparts from low performing schools.