UNESCO-NIE Centre for Arts Research in Education (CARE)

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Name of Author: 
Aisah Mohd Osman
Institute: 
Thesis (M.Ed.) National Institute of Education, Nanyang Technological University
Supervisor: 
Ng, Aik Kwang
Year of completion: 
2004
Country: 
Singapore
Country of Research Data: 
Singapore
Language: 
English
Abstract: 

This study examines the risk-taking attitude of adaptors and innovators. Hypothesis 1 predicts that adaptors will be more risk-avoidant, since they create by "doing things better" i.e., follow the accepted way of doing things. Hypothesis 2 predicts that innovators will be more risk-oriented, since they create by "doing things differently" i.e., blaze their own trail. 206 students from Ngee Ann Polytechnic took part in this study. There were 132 females and 74 males with a mean age of 18.24 years. They completed a self-report questionnaire, which consists of the Kirton Adaption-Innovation Inventory and two risk orientation scales. The Kirton Adaption-Innovation Inventory (KAI) is a measure of the cognitive style of an individual. It measures the creative style of the respondent on the adaption-innovation continuum. The second measure consisted of two self-constructed scales which determined risk-taking orientation in 2 different ways. The first scale described a scenario whereby the respondent had to make a choice between a risk-taking and risk-avoidance situation. The second scale is made up of risk-taking and risk-avoidance statements. Using Pearson's correlation analysis and t-tests for independent samples, positive and significant correlations were found between the KAI and risk-taking orientation of a student, providing support for Hypothesis 1. Negative and significant correlations were found between the KAI and risk-avoiding orientation, providing support for Hypothesis 2. The results of this study shed light on how teachers can nurture gifted and enterprising students who can "think out of the box" and take calculated risks in life. Specifically, teachers should cultivate a creative learning environment that provides students with a lot of room for innovation, experimentation and creative problem-solving. By establishing such an environment, teachers can gradually transform their students into innovators who are enterprising and risk-oriented.

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