**5.3 Originality**

In contrary to findings regarding fluency, flexibility, and elaboration, there was no significant increase concerning the subscale of originality, *t*(29) = 0.442, *p* = 0.662. This was despite students in the treatment group (*M* = 2.466, SD = 0.482) attending higher scores than students in the controlled group (*M* = 2.133, SD = 1.302), as presented in **Figure 3**. These findings contradicted research findings in which intentional and goal-oriented activities demonstrated to develop originality [25, 29, 30].

The results from the qualitative method, however, indicated fostering originality skills among some students. For instance, a group of students created a smart mask using a combination of robotic sensors and herbal medication, namely, Organa plants from the school garden. Such a unique and original idea of combining tradition and technology was awarded the first prize in the Kingdom of Bahrain's science fair. The students further mentioned that they decided to think of unusual ideas following the session in which the teacher encouraged them to perform a goal-oriented activity while introducing the science fair. I would take the view that intentional activities were effective in developing originality at least among some students. These findings partially supported research studies [25, 29, 30], that demonstrated the impact of goal-oriented activities on developing originality and unique ideas.
