eng Science and Education Publishing American Journal of Educational Research 2327-6150 2022-04-26 10 4 262 267 10.12691/education-10-4-16 EDUCATION202210416 article Ronalyn T. Langam 1 Rosie G. Tan rosiegtan@ustp.edu.ph 1 University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines Every Mathematics educator has undertaken the challenge of developing students' mathematical creativity. However, this has been a more difficult task in flexible learning amidst the transition to the new normal. Hence, this study aimed to determine the efficacy of an Assess-Practice-Present-Reflect (APPR) e-module in flexible learning on students¡¯ mathematical creativity in tertiary education. The study used a quasi-experimental pretest-posttest non-equivalent control group design. The experimental group is exposed to APPR e-module while the control group is exposed to the conventional method. Multiple solution problems were used to assess students¡¯ mathematical creativity. Mean, standard deviation, and MANCOVA were used to analyze the data. According to the findings, there was a similar effect in the mathematical creativity between students exposed to the APPR e-module in flexible learning and students exposed to the conventional method. Furthermore, mathematical fluency and elaboration show good gains in the indicators of mathematical creativity using the APPR e-module, but flexibility and originality require further development in the approaches. http://pubs.sciepub.com/education/10/4/16/education-10-4-16.pdf fluency flexibility originality elaboration mathematical creativity flexible learning and APPR e-module