Investigating differences in the creativity level of Baise University Bachelor's students' entrepreneurship curriculum and language curriculum

Abstract

The accelerated development of science and technology has increasingly highlighted the importance of creativity in the development of individuals and nations. However, the development of creative talents has become one of the critical goals of the school system. Our government and ministry education department have repeatedly emphasized that colleges and universities should focus on developing college students' creativity. It should not be ignored that the development of college students ’creativity is a systematic project. Any new education concept must be transformed into an effective educational practice that must rely on an active educational carrier, and the curriculum is an essential part of it. The key to developing creativity in undergraduate students lies in the curriculum of colleges and universities. This research focuses on the creativity of Baise University undergraduate students, especially those studying in the entrepreneurship curriculum, art curriculum, and language curriculum. The research results are significant for Baise University to develop students' creativity. To measure the undergraduate student's creativity levels, the researcher used the Princeton creativity test to conduct random sampling tests on undergraduate students enrolled in those mentioned above three professional programs. The creativity test questionnaire is published online. Each curriculum received 125 questionnaires, and a total obtained 375 questionnaires. A statistical analysis of the results of the creativity test with a one-way ANOVA revealed three findings: First, there is no significant difference in the creativity level of Bachelor’s undergraduates studying entrepreneurship curriculum, art curriculum, and language curriculum. Second, the three curricula students are all creative, and the level of creativity is average, strong, and very strong. Third, of all the interviewees, only a few have very strong creativity. After obtaining the test results, the researcher conducted interviews with students in three major curricula to understand the curriculum structure. The researcher recorded videos of the three interviewees' in-depth interviews and translated the conversations into text. The researcher analyzed the interview data and made three findings: First, teachers of the art curriculum and language curriculum are more developed in thinking than entrepreneurship curriculum and are more likely to accept new things. Second, unlike the other two programs, the art program is mainly based on a practical curriculum that accounts for 60% of the total curriculum. Third, the three interviewees agreed that the Baise University curriculum should increase practical training. These findings provide reference data for fostering the creativity of college students.