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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Luzano, Jay Fie P.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Elaboration–Fluency Cognitive Activation Theory of Creative Thinking in Mathematics Performance: Evidence from Structural Equation Modeling Borres, Jackie V.; Luzano, Jay Fie P.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.15

Abstract

ive thinking is widely recognized as essential for mathematics learning; however, the structural mechanisms linking its domains to mathematics performance remain insufficiently understood. This theory-building study investigated the relationship between the domains of creative thinking and mathematics performance among junior high school learners. Using a quantitative, non-experimental design, data were collected from 300 Grade 9 learners in the Tugbok District, Division of Davao City, Philippines. Creative thinking was operationalized using a researcher-developed 16-item instrument that assessed four domains: fluency, flexibility, originality, and elaboration. The instrument is an open-ended questionnaire requiring respondents to generate varied responses, which were evaluated using teacher-scored rubrics. Fluency was measured by relevant ideas produced to solved the problems; flexibility by the diverse of solution of strategies used; originality by the uniqueness with valid reasoning of responses; and elaboration by the level of explanation, clarity of ideas, and completeness of mathematical steps used. Mathematics performance was obtained from official academic records. Structural Equation Modeling (SEM) was fit to utilize for testing multiple hypothesized models and identify which among the models is the best-fitting structural representation of these relationships. Results showed that elaboration do not significantly predict mathematics performance but indirectly significant when both the elaboration and mathematics performance is linked with fluency. 
Emergent Innovative Mathematics Pedagogies in Contemporary Education: Foundations Towards the Development of a Pedagogical Framework Crodua Jr., Jovito B.; Luzano, Jay Fie P.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.16

Abstract

There is a growing need for more innovative approaches to teaching mathematics in classrooms worldwide. Teachers are expected to deliver pedagogies that cater to diverse learners, engage them in meaningful mathematical learning, and provide access to opportunities for all students to succeed in mathematics. This study sought to explore the lived experiences of teachers in implementing innovative mathematics pedagogies (IMP) and examine the foundations for the development of pedagogical framework that could guide other educators in teaching mathematics. This transcendental phenomenological study investigated senior high school mathematics teachers from public secondary schools in Region XI (Davao Region), Philippines, identified for their instructional innovations. Participants in the study were 10 purposively selected senior high school mathematics teachers. In-depth interviews were used as the research methodology to collect in-depth narratives of teachers’ lived experiences with IMP. Findings from the study provided insight into IMP from the teachers’ perspectives. Three main themes, Mathematical Engagement, Mathematical Representation, and Mathematical Action and Expression were found to characterize innovative teaching of mathematics. These themes included 14 subthemes, including game-based, contextualized, peer-based, project-based and experiential learning for mathematical engagement. Mathematical representation includes differentiated, technology-enhanced, use of SIMs, and asynchronous learning. Consequently, inquiry-based, assessment-based, problem-based, reflection-based, and remediation and enrichment math learning compose mathematical action and expression. These themes and subthemes collectively provide insight into teachers’ instructional practices used to engage students in mathematical learning.   
Co-Authors Borres, Jackie V. Crodua Jr., Jovito B.