Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?
Sylvia Victor Ovat 1 , Usani Joseph Ofem 2 3 * , Eunice Ngozi Ajuluchukwu 1 , Eno Ndarake Asuquo 1 , Stephen Bepeh Undie 1 , Eme Orok Iban Amanso 1 , Ene I. Ene 1 , Joseph Udo Idung 1 , Joy Joseph Obi 1 , Eno E. Elogbo 1 , Caroline Ita Iserom 1 , Emeka Samuel Nnaji 1 , Evelyn Ijeoma Orji 4 , Okri John Arikpo 1
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1 University of Calabar, Calabar, NIGERIA2 Alex Ekwueme Federal University, Ndufu-Alike, NIGERIA3 De Oracle Research Network, NIGERIA4 Institute of Education, NIGERIA* Corresponding Author

Abstract

Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2489

https://doi.org/10.29333/ejmste/14915

Publication date: 06 Aug 2024

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