PROMOTING MATHEMATICAL ACHIEVEMENT THROUGH CREATIVE THINKING AND STRUCTURED ACTIVITY EXPOSURE IN HIGH SCHOOL EDUCATION

Aries Albert A. Abellana, Merce Joy L. Faburada, Vernie C. Ruiz, Alfonso A. Lenizo, Rylle Lhenz S. Perez

Abstract


This research explored the relationship between creative thinking skills, exposure to creative activities, and mathematics achievement among 250 Grade seven students in a public high school in Cebu City, Philippines, using a descriptive correlational design. The respondents were identified using simple random sampling. Data were collected using researcher-made instruments on the Creative Thinking Skills and Creative Thinking Activities Exposure Scale, which underwent pilot testing, while Mathematics Achievement was measured using their Fourth Quarter grades. Data were analyzed using descriptive and inferential statistics. Results showed respondents’ moderate creative thinking skills, with high exposure to activities promoting creative thinking skills. On the one hand, the respondents’ mathematical achievement was satisfactory. Moreover, there was a significant moderate positive relationship between the respondents’ creative thinking skills and exposure to creative thinking activities, while no significant relationship between creative thinking skills and mathematics achievement. Similarly, no significant relationship between exposure to creative thinking activities and mathematics achievement was found. Recommendations were made to include creative thinking activities in the curriculum, enrichment programs for students, and teacher training in innovative methodologies.

 

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creative thinking skills, creative thinking activities exposure, Mathematics achievement, grade seven students

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6274

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