Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

Abstract

This descriptive-correlational study generally aimed to determine if mathematics self-efficacy and mathematical creativity can predict mathematics problem-solving performance of high school students. Further, it also aimed to determine the level of mathematics self-efficacy, level of mathematical creativity, and level of problem-solving performance of high school students as a whole and when classified according to curricular program. The respondents of this study were the two hundred twenty-four (224) high school students enrolled in a national high school in Iloilo. Cluster sampling was used to determine the participants in the study. Three researcher-made instruments were used in this study: the Mathematics Self-Efficacy Rating Scale (MSERS), the Mathematical Creativity Test (MCT), and the Mathematics Problem-Solving Test (MPST). These instruments were content-and face-validated by a panel of three experts and were pilot tested to determine their administrability. Mean and standard deviation were employed for the descriptive analysis of the study. The inferential statistical tools employed were the Oneway Analysis of Variance (ANOVA), Pearson’s Product-moment Correlation Coefficient (Pearson’s r) and the Stepwise Multiple Linear Regression Analysis, all set at .05 alpha level of significance. This study found that the participants’ level of mathematics self-efficacy and mathematics problem-solving performance when taken as an entire group was average, while their level of mathematical creativity, as a whole and in terms of fluency, flexibility, and originality, was moderately low. It was also found out that there existed a significant difference in self-efficacy; creativity in terms of fluency, flexibility, and originality; and mathematics problem- solving performance when the participants were classified according to curricular program. In addition, it was found that a moderate positive correlation existed between the participants’ mathematics self-efficacy and their mathematical creativity. Finally, the result of this study revealed that mathematics self-efficacy and mathematical creativity are predictors of mathematics problem-solving performance when participants were taken as a whole group. When classified according to curricular program, mathematics self-efficacy and mathematical creativity are predictors in the Regular Class participants but not in the Special Science Class, School for the Arts, and School of the Future participants. Furthermore, mathematical creativity was found to be the best predictor of mathematics problem solving performance when participants were taken as a whole group and when classified as to curricular program