ASSESSING THE INFLUENCE OF MONTESSORI AND CONVENTIONAL SCHOOLS ON PRESCHOOL CHILDREN CREATIVE PERFORMANCE IN FEDERAL CAPITAL TERRITORY, ABUJA , NIGERIA.

Abstract

This study assessed the influence of Montessori and conventional schools on the creative performance of preschool children in the Federal Capital Territory (FCT), Abuja, Nigeria. Guided by two research questions and corresponding null hypotheses, the study adopted an ex- post facto design. Twenty preschool children aged four to five years—ten each from one Montessori and one conventional school in Bwari Area Council—were purposively selected. Data were collected over seven weeks using a modified version of the Torrance Observation Score Card for Creative Performance and analyzed using mean, standard deviation, regression analysis, and independent t-test at a 0.05 level of significance. Results showed that the Montessori classroom environment had a significantly greater positive effect on creative approaches and independent exploring abilities of children compared to the conventional school. Specifically, Montessori children recorded a cumulative mean of 3.52 (78%) on creative approaches versus 1.12 (32%) for their conventional counterparts. For independent exploration, Montessori preschoolers achieved a higher mean score (M = 84, SD = 30.72) than those in conventional schools (M = 56, SD = 22.38). Both null hypotheses were rejected, indicating significant differences in creative outcomes between the two educational models. The study concludes that Montessori environments provide more opportunities for fostering creativity through child-centered, resource-rich, and exploratory learning conditions. It recommends wider implementation of Montessori methodologies in early childhood education, including regular teacher training and improved classroom resources. These measures can help create learning environments that stimulate creativity and prepare children for future challenges.