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Effects of Using the Dimensions of Creativity in Teaching Mathematics on Students’ Achievement and Perception of Classroom Learning Environment
Mathematics examination results at the Kenya Certificate of Secondary Education (KCSE) have consistently been poor. This has been attributed to unsuitable teaching methods employed by mathematics teachers. This study intended to investigate the effect of using the four dimensions of creativity in teaching mathematics on learners’ achievement and perception of classroom learning environment. Solomon Four Non-Equivalent Group research design was used. Form 2 students in sampled Nakuru Municipality schools participated. They were randomly assigned in their intact classes to four groups, namely experimental group one (E1) and (E2) and control group one (C1) and two (C2). All the four groups were taught the topic: ‘Quadratic Expressions and Equations’ in form 2 mathematics syllabus. Teaching with an emphasis on fluency, flexibility, elaboration and originality was used with experimental groups. Conventional methods were used with the control groups. Mathematics Achievement Test (MAT), Students Learning Environment Questionnaire (SLEQ) and Mathematics Classroom Observation Schedule (MACOS) were used to collect data. Descriptive and inferential statistical tools such as means, t-test and ANOVA were used to analyse data using the Statistical package for Social Scientists (SPSS). A significance level of α = 0.05 was used to test the null hypotheses. The study findings showed that the creative teaching strategy improved both the students’ mathematics achievement and perception of classroom learning environment and increased students’ participation in the maths lesson. The findings are likely to benefit mathematics teachers, curriculum developers, school inspectors and teacher trainers in improving performance and classroom learning environment in secondary school mathematics.