Examining the Effect of Primary Education Thinking Skills Curriculum on the Creative Thinking Abilities of Gifted Students

In this study, we investigated the effects of the Primary Education Thinking Skills (PETSTM) curriculum on the development of divergent thinking abilities among gifted female students in primary schools in Bahrain. A quasi-experimental design was implemented with an experimental group and two control groups. The experimental group received 16 lessons on divergent thinking distributed across eight weeks (two lessons per week). Two divergent thinking tests from the Runco Creativity Assessment Battery (r-CAB) were used to assess students’ creative thinking abilities in fluency, flexibility, and originality. The results indicated significant differences favoring the experimental group on measures of fluency, flexibility, and originality, providing evidence the PETSTM activities enhanced the creative thinking abilities of gifted elementary female students. Limitations and future directions are discussed.