Learning mathematics using collaborative creative problem solving : an action research on form one students in Gombak

Abstract

The main objective of this research is to study the effects of Form 1 students’ creativity and mathematical performance after the implementation of teaching through collaborative and creative problem solving (CPS) approaches. The other objective is to examine the level of students’ creative problem solving ability during the interventions. In addition, this study also explore in depth the experiences and challenges of Form 1 students in learning mathematics with the implementation of CPS approaches. A class consisting of 24 students from Gombak, Selangor was selected using the purposive and convenience sampling for this cyclical action research (CAR) design study. Before going through the three cycles of the interventions, all of the students were assessed using mathematics items (pre-test) and TTCT (Figural A). During the interventions, the students were observed using a creativity checklist (quantitative approach) and also by semi-structured observation (qualitative approach). After the interventions, the students were reassessed using mathematics items (post-test) and TTCT (Figural B). Six students were randomly chosen to be interviewed in the Focus Group (FG) interview. The obtained data from the mathematics items, TTCT items and creativity checklist were analysed quantitatively using descriptive statistics, while the data obtained from the semi-structured observation and FG interview were analysed qualitatively for emerging themes. The results showed that the mean score for TTCT Average Standard Score increased by 43.8% from M=64.6 (TTCT Figural A) to M=92.9 (TTCT Figural B). Female participants showed better improvement compared to the male participants with an average of 39% increment. Meanwhile, the male participants only improved with an average of 13% increment. The results on mathematics items showed that only 50% of the participants had improved after the interventions and the Average Mean Score for all students increased by 27%. It is obvious that the male participants improved better (89%) in mathematics item tests compared to the female participants (23%). Meanwhile, the results from the creativity checklist showed that the average mean scores in all 4 components of creativity (Originality, Elaboration, Fluency and Flexibility) showed an increasing trend from moderate to high level. The mean scores are as follows; M=3.07 (SD=0.640), M=3.14 (SD=0.772) and M=3.69 (SD=0.767) for Cycle 1, Cycle 2, and Cycle 3, respectively. In addition, the results from the qualitative data also revealed that the students had some changes and improvements in their learning domains (cognitive, affective and psychomotor), creativity and also the abilities to solve the given problems.