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

Authors

  • Aries Albert A. Abellana Pardo National High School, Cebu City, Philippines
  • Merce Joy L. Faburada Cebu Children of Hope School Foundation, Inc., Cebu City, Philippines
  • Vernie C. Ruiz Pagsabungan National High School, Mandaue City, Cebu, Philippines
  • Alfonso A. Lenizo Alaska National High School, Cebu City, Philippines
  • Rylle Lhenz S. Perez Alaska National High School, Cebu City, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i11.6274

Keywords:

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

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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Author Biographies

  • Aries Albert A. Abellana, Pardo National High School, Cebu City, Philippines

    Rylle Lhenz Perez is a Teacher III and a graduate of the Master of Arts in Education (MAEd), major in Teaching Mathematics. His research and teaching interests focus on developing students’ problem-solving skills and appreciation of mathematics.

  • Merce Joy L. Faburada, Cebu Children of Hope School Foundation, Inc., Cebu City, Philippines

    Vernie C. Ruiz is a Teacher III and holds a Master of Arts in Education (MAEd), major in Teaching Mathematics. He explores the use of technology and differentiated strategies to support diverse learners in mathematics.

  • Vernie C. Ruiz, Pagsabungan National High School, Mandaue City, Cebu, Philippines

    Merce Joy L. Faburada is a Middle School Teacher with a Master of Arts in Education (MAEd), major in Teaching Mathematics. She is particularly interested in learner-centered approaches that promote deeper understanding in mathematics education.

  • Alfonso A. Lenizo, Alaska National High School, Cebu City, Philippines

    Alfonso A. Lenizo is a Teacher III and completed his Master of Arts in Education (MAEd), major in Teaching Mathematics. He is committed to advancing innovative methods that enhance mathematics learning in the classroom.

  • Rylle Lhenz S. Perez, Alaska National High School, Cebu City, Philippines

    Aries Albert A. Abellana is a Middle School Mathematics Teacher and an MAEd graduate major in Teaching Mathematics. His professional interests include curriculum development and strategies for fostering student engagement in mathematics.

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Published

2025-09-14

Issue

Vol. 12 No. 11 (2025)

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