Assess-Practice-Present-Reflect (APPR) Model in Flexible Learning on Students’ Mathematical Creativity

Ronalyn T. Langam¹ and Rosie G. Tan^1,

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

Cite this paper:
Ronalyn T. Langam and Rosie G. Tan. Assess-Practice-Present-Reflect (APPR) Model in Flexible Learning on Students’ Mathematical Creativity. American Journal of Educational Research. 2022; 10(4):262-267. doi: 10.12691/education-10-4-16

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.

Keywords:
fluency flexibility originality elaboration mathematical creativity flexible learning and APPR e-module

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