Abstract

The present research was realized during the academic year 2015–2016 with the students of the fifth grade of two primary schools in Granada, Spain. Some of them studied in a multicultural classroom, whereas the others were in a monocultural classroom. The instrument used was a PIC-N Imagination Test, used to measure the index of narrative creativity. According to this index, four groups were formed in each type of classroom. A statistical analysis was then applied to the data of the groups in each classroom, and it was established that in the multicultural classroom, the narrative creativity indexes, and especially for the dimension of originality were higher than in the monocultural classroom.