PROMOTING MATHEMATICAL ACHIEVEMENT THROUGH CREATIVE THINKING AND STRUCTURED ACTIVITY EXPOSURE IN HIGH SCHOOL EDUCATION
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research explored the relationship between creative thinking skills, exposure to creative activities, and mathematics achievement among 250 Grade seven students in a public high school in Cebu City, Philippines, using a descriptive correlational design. The respondents were identified using simple random sampling. Data were collected using researcher-made instruments on the Creative Thinking Skills and Creative Thinking Activities Exposure Scale, which underwent pilot testing, while Mathematics Achievement was measured using their Fourth Quarter grades. Data were analyzed using descriptive and inferential statistics. Results showed respondents’ moderate creative thinking skills, with high exposure to activities promoting creative thinking skills. On the one hand, the respondents’ mathematical achievement was satisfactory. Moreover, there was a significant moderate positive relationship between the respondents’ creative thinking skills and exposure to creative thinking activities, while no significant relationship between creative thinking skills and mathematics achievement. Similarly, no significant relationship between exposure to creative thinking activities and mathematics achievement was found. Recommendations were made to include creative thinking activities in the curriculum, enrichment programs for students, and teacher training in innovative methodologies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0424/a.php" alt="Hit counter" /></p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it