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Evaluating Students? Perception of Variables that promote Creative Learning of School Algebra for Economic Development and Sustainability
1Benjamin O. Abakpa, 2O. Adikwu, 3David I. Takor
Journal Title:Asia Pacific Journal of Education, Arts and Sciences
Abstract
The paper sees creativity as a nexus of
ideas that if pedagogically developed in students’
school algebra, will positively affect the economic
development and sustainability of the nation. Based on
such conviction, the researchers through a survey study
seek the opinion of 155 (96= male and 59= female)
Junior Secondary School Two (JSS2) students’
perception of variables that make algebraic classroom
creative. Two research questions were asked and
answered using descriptive statistic of mean and
standard deviation. Algebra Creativity Enhancing
Teaching/learning Strategy (ACETS), a 12-item
instrument developed by the researchers was validated
by three experts in mathematics education and two
experts in measurement and evaluation. The reliability
of the instrument was established using Cronbach
Alpha which gave a reliability index of 0.80. Among the
findings are, active participation in algebra class
activities (e.g algebra games) give students more
understanding and stepwise guides enables students’
understanding. Recommendations such as encouraging
mathematics teachers to acquire creativity pedagogical
knowledge through training and reading, and use same
in their lesson plans and class activities among others
were made. It was concluded that, the mathematics
teacher be encourage to embark on personal capacity
development.
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