American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2020, 8(9), 676-684
DOI: 10.12691/education-8-9-9
Open AccessArticle

Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity

Remelyn L. Asahid1, and Laila S. Lomibao1

1University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

Pub. Date: September 17, 2020

Cite this paper:
Remelyn L. Asahid and Laila S. Lomibao. Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity. American Journal of Educational Research. 2020; 8(9):676-684. doi: 10.12691/education-8-9-9

Abstract

The study aimed to identify the significant impact of phenomenon-based learning and embedding proof writing to this new teaching strategy on students’ mathematical creativity in tertiary education. The study used a quasi-experimental pretest-posttest non-equivalent control group design. There were 2 experimental groups, one exposed to phenomenon-based learning alone and the other was exposed to phenomenon-based learning with classroom proof-writing activities, and one control group exposed to the conventional method. Multiple solution tasks were used to measure students’ level of creativity. The data were analyzed using mean, standard deviation, and ANCOVA. The analysis revealed that students exposed to phenomenon-based learning with proof writing had the highest posttest creativity score. Students in this group had a significantly higher level of creativity among the three groups. Further, students exposed to phenomenon-based learning alone may not outperform students exposed to phenomenon-based learning with proof writing, but they still had significantly higher posttest mean scores compared to students exposed to the conventional type of teaching. The researchers recommend to teachers in tertiary education to use phenomenon-based learning with proof writing in teaching mathematics and its related courses since this instructional approach engages students in learning that is more focused to real-life issues, apply skills and knowledge from different subjects, and enhance important skills like creativity, problem-solving, communication, and teamwork.

Keywords:
phenomenon-based learning proof writing creativity mathematics

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