@article{education202210416,
author={{Langam, Ronalyn T. and Tan, Rosie G.},
title={Assess-Practice-Present-Reflect (APPR)<i> </i>Model in Flexible Learning on Students¡¯ Mathematical Creativity},
journal={American Journal of Educational Research},
volume={10},
number={4},
pages={262--267},
year={2022},
url={http://pubs.sciepub.com/education/10/4/16},
issn={2327-6150},
abstract={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.},
doi={10.12691/education-10-4-16}
publisher={Science and Education Publishing}
}