n IFE PsychologIA : An International Journal - The influence of students' experience in the past academic success on convergent thinking




This was a bivariate analysis that explored the influence of students' experience in past academic success on convergent thinking in Dodoma, Tanzania. A total of 444 students, 217 males and 227 females were exposed to the Assessment of Convergent Thinking Test Using Insight Problems (ACTT) adopted from the Insight Problems tasks (Dow & Mayer, 2004). Their performances on the ACCT were then studied against their experience in the past academic success traced from the school records. An analysis using Pearson Product Moment Correlation Coefficient indicated that there were moderate to strong positive correlations between students' past academic success and their performance on convergent thinking. While school location (being in rural or urban district) had no significant influence on the relationship between past academic success and convergent thinking, that relationship was influenced by the type of school based on ownership criterion. Practical and theoretical implications of the findings are discussed on the basis of the Vygotsky's theory of cognitive development.


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