The study used the descriptive design to explore the students' mathematical creativity in terms of fluency, flexibility and originality in solving six non-routine problems. Thirty (30) participants chosen using stratified sampling... more
The study used the descriptive design to explore the students' mathematical creativity in terms of fluency, flexibility and originality in solving six non-routine problems. Thirty (30) participants chosen using stratified sampling from 123 Grade 10 students, were asked to solve six nonroutine problems. In each of the three sessions, two problems were answered by them, after which they were asked to write a journal about their experiences in solving a problem and then they were interviewed. Solutions of the participants which succeeded by an interview that were interpreted using validated rubrics described their mathematical creativity in terms of fluency, flexibility and originality. Results show that students may be described as "moderately creative" in all three components fluency, flexibility, originality. Likewise, the over-all level of mathematical creativity in solving nonroutine problems is moderately creative. Consequently, the researchers derived pedagogical i...
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In response to the COVID-19 pandemic crisis, instructors' pedagogy has been modified, and technology-based educational tools have been implemented. However, little is known about pre-service teachers' self-efficacy in mathematics... more
In response to the COVID-19 pandemic crisis, instructors' pedagogy has been modified, and technology-based educational tools have been implemented. However, little is known about pre-service teachers' self-efficacy in mathematics and their intentions in implementing such technology. Thus, the objective of this study is to test if perceived mathematics self-efficacy is significantly related to pre-service teachers’ behavioral intention to utilize virtual math manipulatives. The aim of the study was addressed through the use of a descriptive-correlational research design with sixty-nine (69) pre-service teachers. Students' mathematics self-efficacy and behavioral intention to utilize virtual math manipulatives were assessed using researcher-made questionnaires. It was discovered that a significant association exists between the respondents' content self-efficacy and their behavioral intention to utilize virtual math manipulatives as to attitude, subjective norms, and p...
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Cultivating 21 st-century skills is imperative in this rapidly changing environment. To keep pace with these impending shifts, incessant and heightened revision in the educational system must be done to meet future challenges. Thus, the... more
Cultivating 21 st-century skills is imperative in this rapidly changing environment. To keep pace with these impending shifts, incessant and heightened revision in the educational system must be done to meet future challenges. Thus, the main goal of the study was to determine the effectiveness of Van Hiele's phase-based learning in improving the critical and creative thinking skills of Grade 9 students. This study utilized a quasi-experimental research design using two groups which consisted of a total of 84 respondents. The control group learned through traditional instruction, while Van Hiele's phase-based learning was used to teach those from the experimental group. A significant change was found in the results of the critical thinking skills of the students as to analysis, judgment, and decision-making and creative thinking skills as to fluency, flexibility, and elaboration. Hence, integrating Van Hiele's phase-based learning into mathematics instruction efficiently improves the student's critical and creative thinking skills. However, no significant change was found in the critical thinking skills as to reasoning and creative thinking skills as to originality. The present study recommends to future researchers that they conduct similar studies using different grade levels in other branches of mathematics.
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This study explored the perceptions of collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating... more
This study explored the perceptions of collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna. Multiple regression analysis was used to determine significant predictors of pre-service teachers' performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents' in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers' performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers' performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers' collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.