effects of creativity training in improving the creativity motivation of ...

European Journal of Educational Studies 4(2), 2012
European Journal of Educational Studies 4(2), 2012
© 2012 Ozean Publication
EFFECTS OF CREATIVITY TRAINING IN IMPROVING THE CREATIVITY
MOTIVATION OF SOME MALE PRISON INMATES
STEPHENS, OLUYEMI ADETUNJI* and AMAJUOYI, FESTUS AMARAEZE**
*Department of Educational Foundations and Counselling Psychology,
Lagos State University, Ojo, Lagos, Nigeria
**Department of Psychology, University of Lagos, Nigeria
*E-mail address for correspondence: stephensoluyemi@yahoo.com
___________________________________________________________________________________________
Abstract: The effectiveness of the reformatory programme of the Nigerian Prison Service has been questioned in
recent times. This study investigated the effects of creativity training in improving the creativity motivation of some
male prison inmates. Twenty male prison inmates of the Maximum Security Prisons, Kirikiri, Lagos, Nigeria who
were randomly selected participated in the study. A pre- test post test quasi experimental with a 3X2 factorial design
was employed. Two hypotheses were formulated and tested at 0.05 level of significance. Three instruments namely;
Prisoners’ Bio Data Card, Akinboye Emotional Reactivity Inventory (2006) and Creativity Motivation scale of
Ibadan Creativity Assessment Scale(1977) were used to obtain data. The data obtained was analysed using the
Analysis of Covariance, student t -test and a one-way analysis of variance. The result showed that there was a
significant difference in the creativity motivation score of participants in the experimental group when compared
with that of their counterparts in the control group. However, there is no significant difference in the creativity
motivation score of participants in the experimental group on the basis of nature of offence. It was recommended
that prison inmates should be exposed to creativity training and that prison officials should acquaint themselves
with various creativity techniques that will assist them to be effective in their discharging their duties hence, a
reduction in rate of recidivism.
Keywords: effects, creativity training, creativity motivation, male prison inmates
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European Journal of Educational Studies 4(2), 2012
INTRODUCTION
The need for economic and political survival has made some Nigerians to engage in many unapproved and
condemnable behavior such as crime. According to Tor-Ayiin (2010), some Nigerians commit all sorts of crimes
such as kidnapping, ritual killing, political assassination, armed robbery, cyber crime, advanced fee fraud on a daily
basis for economic and political survival.
Crime is defined as the commission of an act or an act of commission, that violates the law and is punishable by the
state. This is because crime is considered injurious to individuals and the society as a whole. Crime according to
Emile Durkheim, a foremost sociologist, is a normal phenomenon in the society. Hughes, Kroeche &
Zanden(2002),argued that social life is not only characterized by conformity but also by deviance such as crime. As
a means of controlling crime, the state punishes offenders by imprisonment. Imprisonment is an institutionalized
devised means to effect correction in individuals who were one time or the other found to have violated set rules and
regulations guiding the acceptable conduct in a socialized environment (Oyinloye&Salami,2010).Such offenders are
referred to as prison inmates who are either male or female.
Ahire(2004) observed that punishing offenders in Nigeria dates back to the pre-colonial era. Chiemeka(2001)
affirmed that imprisonment has served both deterrence and retributive purposes at different times and phases of
development of penal philosophy. In recent times imprisonment is anchored on the’ 3Rs’ principle of Reformation,
Rehabilitation and Reintegration.
However, the increase in the rate of recidivism among prisoners in Nigeria as reported in research findings of
Agali,(2004); Chenube (2009) calls to question the effectiveness of the Nigerian Prison Service in its reformatory,
rehabilitation and re-integrating function. This was reiterated by the then Controller General of Prisons that ‘if the
prisons does not process these prison inmates and return them unreformed to the society, the society will be in for
problems’(Ogundipe,2006) as being experienced in Nigeria today.
The Nigerian Prison Service seems not to be achieving it’s primary objective due to some factors. These include the
physical condition of the prison yard, such as the filthy environment, inadequate accommodation which results in
congestion; the prison culture, which is often characterized by survival of the fittest, psychological trauma such as
stress and depression as well as the dehumanizing disposition of prison officials. Other identified factors include a
total infrastructural collapse of various skills acquisition within the prison yard, inadequate professional counsellors
and other social workers, and non inclusion of positive life skills training such as emotional intelligence training and
creativity training in the prison curriculum.
The increase in the rate of recidivism and the non inclusion of positive life skills training such as creativity training
in the curriculum of Nigerian Prison Service prompted this research work. This research work was geared towards
investigating the effects of creativity training using Akinboye Practical Creativity at Work(APCAW) in improving
creativity motivation of some male prison inmates.
Creativity is the process of generating new ideas, new designs, notable alternatives, new outcomes and new
opportunities that can be transformed into profitable products and services(Akinboye,2002).He submitted further
that creativity enables human beings to get the most out of experiences and resources. According to him, once an
individual, group, organization master the skills of creativity and the strategies of transforming ideas to profitable
goods and services many opportunities are opened to him or her. Taking a cue from the benefits of possessing
creativity skills, it is presumed that acquiring creativity skills could help prison inmates live a constructive and
productive life rather than a life of crime.
The need for improving the creativity ability such as creativity motivation of prisoners is predicated on the fact that
prison inmates suffer physiological and psychological disorders which impedes reformatory programmes. For any
meaningful reformatory exercise to take place, prison inmates have to be motivated to channel their skills towards
socially and legally acceptable ends. Creativity training is excepted to be beneficial to the prison inmates and the
society at large. This study is intended to use APCAW, a creativity technique to improve the creativity motivation
of some male prison inmates.
Creativity motivation implies the ability to accept problems as part of life, face challenges with uncompromising
courage. It also entail the ability to see prospects in chaotic situations, getting excitement at breaking new grounds,
having intrinsic drives, developing positive self-image and feeling good or satisfied about
oneself(Animasahun,2002).The creativity motivation of prisoners deserves to be improved on because some of them
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decided to commit crime as a way of overcoming some challenges of life such as poverty, unemployment. It also
need be pointed out that these prison inmates are members of the society and after their jail term they will be coming
back into the society. It is therefore expedient to find out the effects of creativity training using APCAW in
improving the creativity of male prison inmates.
Akinboye Practical Creativity at Work (APCAW) is a creativity technique developed by Akinboye in 1999 as a
challenge to the concept that knowledge is all. He emphasised that any knowledge which does not include practical
aspect, is an exercise in futility. Akinboye (1999) reasoned that societal problems arise from the fact that many
laudable ideas, concepts and precepts are often left theoretical thereby not benefitting neither the thinker nor the
society. Hence, practical demonstration of theoretical knowledge is the rationale behind practical creativity at work.
The technique involves 10 steps:5 conceptual steps and 5 action-oriented steps.
There exist research findings that showed that creativity techniques have been employed to improve creative
abilities of individuals and groups in a variety of fields(Akinboye,2000, 2001; Hammed&Ayantunji,2002).There is
also a good deal of research evidence where creativity techniques were used to improve conditions of prisoners
(Eseme,2009, Animasahun,2002a, 2002b, Stephens,2006) and the various creativity techniques they employed have
been found to be effective. In the light of this, this study therefore intends to investigate the effects of creativity
training using APCAW on improving the creativity motivation of some male prison inmates
Statement of the problem
The seemingly inability of the prison authorities in Nigeria to reform prison inmates which has resulted in an
increase in the rate of recidivism as well as the continual call for prison decongestion requires a new approach to
reform the prison inmates. This is has become necessary taken into account of the fact that these prison inmates are
part of the society who at one time or the other will come back to the society. An unreformed prison inmates poses
great danger to the well being of Nigerians. The study therefore, is designed to investigate the effects of creativity
training using APCAW in improving the creativity motivation of male prisoners.
Purpose of the study
The purpose of the study is to investigate the effects of creativity training in improving the creativity motivation of
male prison inmates. The study also intended to find out if nature of offence will have any influence on the effect of
creativity training among the experimental group.
Hypotheses
1. Creativity training will not have a significant effect on the creativity motivation score of the experimental
group as compared with those in the control group.
2. Nature of offence will not have a significant effect on the creativity motivation score of participants in the
experimental group.
METHODOLOGY
Research Design
A pre test, post test and quasi experimental group design with a 3X2 factorial design was employed for the study.
There were two treatment conditions on the rows, APCAW treatment and the control groups, while the columns
consisted of the personality types of participants used as moderating variable to classify participants into personality
types A,B & C.
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European Journal of Educational Studies 4(2), 2012
Participants
Twenty male prison inmates from the Maximum Security Prisons, Kirikiri, Lagos ,Nigeria who were selected
through the dip- hat method formed the sample for the study. Their age ranged between 22 and 55 years old with a
mean age of 36.68.The participants were allotted into the experimental and control groups through balloting. The
experimental group was exposed to the APCAW training while those in the control group were not given any
treatment, they were however taken through anger management training at the end of the training as a form of
compensation for their participation in the study.
Instrumentation
Three instruments were used to obtain data from the participants
(1) The Prisoners Bio data Card (PBC) was used to elicit personal information such as age, gender,
educational qualification, marital status, nature of offence, crime history of participants.
(2) Akinboye Emotional Reactivity Inventory(2006) is a personality type inventory. It is a standardized 28-
item self reporting inventory on a five point scale to determine respondents personality type. The face
validity was ensured and the internal consistency reliability was indicated by co-efficient alpha 0.90.
(3) Section D (Creativity Motivation Scale) of the Ibadan Creativity Assessment Scale(ICAS) developed by
Akinboye(1977).The Creativity Motivation Scale has 17 items in the form of simple statements to which
participants are expected to indicate on a five point the extent to which he or she agrees with each
statement. A high score indicates high creativity motivation while a score of seventy (70) indicates a
minimum acceptable creativity potential in an individual. He reported a construct validity co-efficient alpha
0.77 while test re-test reliabilities after a period of four weeks revealed r=0.85.For the purpose of this study
the reliability of the instrument was established through the test retest method with an interval of four
weeks on prison inmates who were not part of the study. The test re test reliability yielded a co-efficient of
0.87.
Procedure
The study which was carried out at the Maximum Security Prisons, Kirikiri, Lagos, Nigeria for a period of eight
weeks. The first week was used to get the participants who were selected through the dip-hat method to, ascertain
participants personality type by administering the Akinboye T-A Behaviour inventory while the creativity
motivation scale was used to obtain the pre test scores of participants. Training sessions on APCAW were held for
the experimental group for six weeks involving twelve sessions of ninety minutes per session.
The APCAW training for six weeks include-
(1).Creative Pause-this is a deliberate pause or interruption in the smooth flow thinking to open a new channel of
ideas ,pave way for alternatives, improve an already made decision or pay deliberate attention to something
at some point.
(2). Awareness and management of barriers to creativity-this technique teaches us to be aware of the existence
of certain barriers or blockages to creativity such as perceptual, emotional, psychological, cultural,
intellectual, environmental, economic and personal barriers which must be consciously manage in order to
be successful in life.
(3). Definition of broad problem areas-this step emphasizes a clear cut definition, tactical isolation,
specification and clarification of the problem. A problem well stated is half solved (John Dewey) as cited
by Couger (1986).
(4). Focus on appropriate domain of operation-focusing on appropriate issue to work upon would disallow the
thinker from engaging in irrelevancies but to focus attention mainly on the issue at hand.
(5). Set criteria of success- since goal-setting is motivating this step deals with setting of the goals and
objectives we expect to achieve at the end of the thinking session.
(6). Use appropriate creativity techniques to generate opportunity areas-there are different creativity techniques
from which one can choose the appropriate ones. This study used Six thinking hats to generate opportunity
areas.
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European Journal of Educational Studies 4(2), 2012
(7) . Run creativity sessions to explore opportunity areas-using the creativity technique selected in No 6,one
can now engage in serious creativity sessions to seek for new ideas, new concepts, and new perceptions.
(8). Harvest actionable ideas and new percepts-this step involves careful collation of all points made during the
creativity session.
(9). Evaluate actionable ideas, concepts and precepts for risks, feasibility, fit, resources, fatality and
effectiveness-All the collated ideas, concepts, and precepts must be subjected to an objective assessment to
determine the level of risks involved; possibility or otherwise of immediate execution; relevance of the idea
to the societal problem, availability of adequate financial, human and material resources; determining the
fatality as well as whether such ideas are effective or not.
(10). Sell, commercialise, innovate actionable ideas, concepts and precepts for profit, success and value-This is
the end result of the creativity session. The outcome must not be concealed but quickly communicated to
the society as part of one’s contribution to the development of the society. This is the innovative aspect of
creativity whereby both the creative individual and the society benefit from the creative session.
The control group was not given any form of training. At the eighth week the post test score of all the
participants was obtained by administering the creativity motivation scale.
DATA ANALYSIS
The data obtained were statistically analysed to determine the effects of the experimental treatment in improving the
creativity motivation of male prison inmates. The Analysis of Covariance was employed for the analysis.
RESULTS
Hypothesis one which state that creativity training will not have a significant effect on the creativity
motivation score of the experimental group as compared with those in the control group was analysed using the
Analysis of Covariance(ANCOVA).
Table1: Unadjusted X-means and Adjusted Y-means of participants creativity
motivation scores on treatment(Rows) and Personality types (Columns)
Groups Personality Type A Personality Type B Personality Type C
X-mean N Y-
mean
X-mean N Y-mean X-mean N Y-mean
APCAW 66.00 6 88.33 60.50 4 80.50 67.5 2 79.50
Control 58.00 4 57.75 59.66 3 59.69 61.00 1 61.50
The result of table 1 showed that adjusted Y mean scores of participants have different effects. While the adjusted
Y-means scores of the APCAW group increased (88.33, 80.50, 79.50) compared with their X-means, those of the
control group did not increase (57.75, 59.66, 61.50) . This meant that the treated group (APCAW) benefited from
the training programme than the control group. For easy comparison, an illustration to show clearly the adjusted Y-
mean score of the creativity motivation variable is presented in table 2.
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European Journal of Educational Studies 4(2), 2012
Table 2: Rows and Columns of Adjusted Y-Means of test scores along Personality type
Personality Type A Personality Type B Personality Type C
APCAW 88.33 80.50 79.50
Control 57.75 59.66 61.00
The post-treatment score of the APCAW and control subsumed along their personality type shows that personality
type A treated with APCAW (X=88.33) had the highest mean score. This was followed by participants who are
personality type B with a mean score of(80.50) and participants of personality type C with mean score of X=79.50
in table 2.The range of means scores of the participants exposed to APCAW training had higher mean score than
the control group
Table 3: 2X3 Pre and Post –Treatment comparison of APCAW and Control group using
ANCOVA
Dependent Variable: Post test Score
Source
Corrected Model
Intercept
Pretest
Group
Personality
Group * Personality
Error
Total
Corrected Total
Tests of Between-Subjects Effects
Type III Sum
Partial Eta
of Squares df Mean Square F Sig. Squared
3970.687 a 6 661.781 29.113 .000 .931
50.251 1 50.251 2.211 .161 .145
556.237 1 556.237 24.470 .000 .653
.000 0 . . . .000
130.442 4 32.610 1.435 .278 .306
.000 0 . . . .000
295.513 13 22.732
115868.000 20
4266.200 19
a. R Squared = .931 (Adjusted R Squared = .899)
The result in table 3 showed that the pre test score was significantly different(F=24.47,d/f=1/20.The effect of
personaliy type was however not significant(F=1.435,d/f-4/20).
Table 4: Analysis of variance table comparing the creativity motivation post-test score
between the experimental and control group
Dependent Variable: Post test Score
Contrast
Error
Univariate Tests
Sum of
Squares df Mean Square F Sig.
1338.253 1 1338.253 58.872 .000 .819
295.513 13 22.732
The F tests the effect of Treatment Group. This test is based on the linearly independent
pairwise comparisons among the estimated marginal means.
Partial Eta
Squared
.
For further analysis of the effect of the treatment (table 4) showed that the effect of training on the mean score of
participants was significant(F=58.87,d/f =1/13 P

European Journal of Educational Studies 4(2), 2012
participants in the experimental group performed higher than those in the control group. This implies that the
APCAW creativity training was effective in improving the creativity motivation of some male prisoners.
means’
Table 5: Pairwise comparison of Rows and Columns Adjusted Y
Dependent Variable: Post test Score
(I) Personality Type
A exp
B exp
C exp
A con
B con
C con
(J) Personality Type
B exp
C exp
A con
B con
C con
A exp
C exp
A con
B con
C con
A exp
B exp
A con
B con
C con
A exp
B exp
C exp
B con
C con
A exp
B exp
C exp
A con
C con
A exp
B exp
C exp
A con
B con
Pairwise Comparisons
Mean
Diff erence
Based on estimated marginal means
*. The mean diff erence is signif icant at the .05 lev el.
95% Confidence Interv al for
Diff erence a
(I-J) Std. Error Sig. a Lower Bound Upper Bound
3.368 b,c 3.259 .320 -3.672 10.408
8.991 *,b,c 3.902 .038 .561 17.421
24.351 *,b,c 3.393 .000 17.022 31.681
23.123 *,b,c 3.503 .000 15.555 30.691
25.751 *,b,c 5.227 .000 14.460 37.042
-3.368 b,c 3.259 .320 -10.408 3.672
5.624 b,c 4.341 .218 -3.754 15.001
20.984 *,b,c 3.390 .000 13.660 28.308
19.755 *,b,c 3.643 .000 11.884 27.627
22.383 *,b,c 5.334 .001 10.861 33.906
-8.991 *,b,c 3.902 .038 -17.421 -.561
-5.624 b,c 4.341 .218 -15.001 3.754
15.360 *,b,c 4.464 .004 5.717 25.004
14.132 *,b,c 4.520 .008 4.367 23.897
16.760 *,b,c 5.954 .015 3.898 29.621
-24.351 *,b,c 3.393 .000 -31.681 -17.022
-20.984 *,b,c 3.390 .000 -28.308 -13.660
-15.360 *,b,c 4.464 .004 -25.004 -5.717
-1.228 b,c 3.672 .743 -9.162 6.706
1.399 b,c 5.357 .798 -10.174 12.973
-23.123 *,b,c 3.503 .000 -30.691 -15.555
-19.755 *,b,c 3.643 .000 -27.627 -11.884
-14.132 *,b,c 4.520 .008 -23.897 -4.367
1.228 b,c 3.672 .743 -6.706 9.162
2.628 b,c 5.506 .641 -9.267 14.522
-25.751 *,b,c 5.227 .000 -37.042 -14.460
-22.383 *,b,c 5.334 .001 -33.906 -10.861
-16.760 *,b,c 5.954 .015 -29.621 -3.898
-1.399 b,c 5.357 .798 -12.973 10.174
-2.628 b,c 5.506 .641 -14.522 9.267
a. Adjustment for multiple comparisons: Least Signif icant Dif ference (equivalent to no adjustments).
b. An estimate of the modif ied population marginal mean (I).
c. An estimate of the modif ied population marginal mean (J).
From the table above, the Pairwise comparison of the post test score of the different personality types using Fisher
LSD indicated there was no difference in the post test score of the personality types within each treatment group
(that is within the experimental and control group. There was however difference in the scores between groups. This
suggests that personality type per se did not affect the post test score of the participants.
Hypothesis two which states nature of offence will not have a significant effect on the creativity motivation score
of participants in the experimental group was statistically analysed using t-test and Analysis of Variance.
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European Journal of Educational Studies 4(2), 2012
Table 6: The mean creativity motivation score of prison inmates in the experimental group
on the basis of nature of offence
Dependent Variable: Post test Score
95% Confidence Interval
Nature of Offence Mean Std. Error Lower Bound Upper Bound
Violent 86.740(a) 2.333 81.462 92.019
Non-violent 82.563(a) 2.773 76.291 88.836
Table6 showed the estimated Y-mean of the test score between violent and non-violent offenders.The mean score of
the violent group was higher(86.74) than the non violent group
Dependent Variable: Post test Score
Source
Corrected Model
Intercept
Pretest
Nature
Error
Total
Corrected Total
Table7: Analysis of Variance table of the comparison of post test score
between violent and non-violent offenders
Tests of Between-Subjects Effects
Type III Sum
Partial Eta
of Squares df Mean Square F Sig. Squared
530.444 a 2 265.222 7.114 .014 .613
207.200 1 207.200 5.557 .043 .382
393.301 1 393.301 10.549 .010 .540
48.315 1 48.315 1.296 .284 .126
335.556 9 37.284
87566.000 12
866.000 11
a. R Squared = .613 (Adjusted R Squared = .526)
The result in table 6 indicated that the effect of APCAW creativity training was significant regardless of nature of
offence(F=10.549,df=1/12,P=0.010).The nature of offence had no significant effect (F=1.296,d/f=1/12, P=0.384) on
the post test score of the respondents .The hypothesis is hereby rejected. This implies that regardless of the nature of
offence APCAW creativity as effective and that regardless of nature of offence creativity can be fostered among
male prison inmates..
DISCUSSION
The first hypothesis which states that creativity training will not have any significant effect on the creativity
motivation score of male prisoners was rejected. There was a significant improvement in the creativity motivation
scores of the experimental group who were exposed to APCAW creativity training when compared to their
counterparts in the control group. This implies that the treatment was effective and that creativity motivation of
prisoners can be improved on through training. This finding is in agreement with that of Animasahun(2002) who
found that creativity motivation of convicted male adolescent’s can be enhanced through training and that of
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European Journal of Educational Studies 4(2), 2012
Hammed& Ayantunji(2002) who also concluded that creativity abilities of some selected labour leaders can be
improved on through creativity training. This study also led credence to the findings of Akinboye,(1990) that
creativity could be deliberately fostered and Hirsberg (1998) who stressed that creativity is a trait that is inherent in
every individual and can be improved by training.
The finding that personality type of participants had no significant effect on their creativity motivation performance
corroborate that of Adebayo (1995) which reported that there is no individual who cannot be creatively motivated
provided there is a degree of willingness on the part of such individual.
Hypothesis two which states that nature of offence will not have a significant effect on the creativity motivation
score of participants in the experimental group was accepted .However there was a difference in the pre test and post
test score of the violent and non violent participants in the experimental group. This implies that the treatment was
effective. This finding is in agreement with Ogunbanwo (1988) who in his study concluded that every individual has
creativity abilities and the potentials for improvement. He went further to say that the improvement of such creative
abilities is contingent on the individual’s level of willingness.
RECOMMENDATIONS
Based on the findings of this study it is being recommended
1. Prison officials and other stakeholders in the penal system should acquaint themselves with creativity
techniques.
2. that creativity training be included in the reformatory curriculum of the Nigerian Prison Service
3. there should be a change of attitude of prison officials towards prison inmates
4. That the Nigeria Prison service should make imprisonment serve its reformatory role rather than make it a
punitive one.
5. It is also recommended that services of professional counselors with specialization in reformatory and
remedial psychology be employed by the prison authorities.
6. Professional bodies such as Counselling Association of Nigeria(CASSON) should as a matter of corporate
social responsibility conduct periodic counseling sessions for inmates of the Nigeria Prisons
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