Evaluating the Creative Abilities of Teacher Trainees at a Higher Education Institution in the Eastern Cape of South Africa
Vuyokazi Momoti 
& Thabisa Maqoqa
Issue: Vol.6 No.9 Article 9 pp.1879 – 1893
DOI: https://doi.org/10.38159/ehass.2025699 | Published online 22nd August, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Creativity is the skill to create new, unique, suitable, and practical things. Evaluating creativity skills includes assessing an individual’s capacity for innovative thinking, creation of original ideas, and unique problem-solving abilities. Evaluating creativity in a classroom can be difficult yet fulfilling. This study evaluates creativity skills through a science model, which includes originality, fluency, flexibility, and elaboration in thinking and expression. The investigation is founded on the Guilford Model of Intellect. The research was carried out utilising quantitative methods. The study specifically selected 120 students taking the Life Sciences course to participate. The project had a deadline of 3 months for completion. A rubric was provided to students to help them understand how they will be assessed. The study showed that the assessment of creativity skills of students enhances academic performance in Life Sciences. It also showed that teachers can evaluate and encourage creativity in the classroom, creating a setting where students are inspired to explore, develop, and express their creativity. The Teaching and Learning Committee will receive guidance to emphasise the significance of evaluating students with models in science classes. This will boost students’ success and enthusiasm in science classes.
Keywords: Creativity Skill, Guilford Model of Intellect, Classroom, Life Sciences, Thinking
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Vuyokazi Momoti is a Lecturer in Life Sciences and Natural Sciences within the Faculty of Education at Walter Sisulu University, South Africa. She is an active member of the **Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). Currently, she is pursuing a Doctor of Education (Ed.D.), further deepening her expertise and commitment to advancing science education in the region.
Dr. Thabisa Maqoqa is currently a permanent lecturer at the Faculty of Education in the Department of Adult and Education Foundations, Walter Sisulu University, Mthatha, Eastern Cape, South Africa. Her research focuses on Technology Integration in Mathematics teaching, Creative Coding and Robotics and Sustainable Development in Mathematics Education in the context of 4IR.
Momoti, Vuyokazi, and Thabisa Maqoqa. “Evaluating the Creative Abilities of Teacher Trainees at a Higher Education Institution in the Eastern Cape of South Africa,” E-Journal of Humanities, Arts and Social Sciences 6, no. 9 (2025): 1879 – 1893 https://doi.org/10.38159/ehass.2025699.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
