Abstract:
Mathematics is a subject which seeks to understand patterns that permeate both the world around us and the mind within us. The knowledge of mathematics as a tool for use in everyday life is important for individual and societal development. Students’ achievement in mathematics is important in Science and Technology which is important for industrial advancement of a country. There are many ways of thinking and the kind of thinking one learns in mathematics is an ability to handle abstraction and solve problems that require knowledge of mathematics. Mathematical creativity is essential for scientists. Creativity is one of the goals of teaching mathematics in schools. However, students’ performance in Kenya Certificate of Secondary Education mathematics examination has been relatively poor. This has been attributed to teacher centred teaching and learning approaches among other factors that have impacted negatively on mathematical creativity and achievement. This study investigated the Effects of Experiential Learning Approach on students’ mathematical creativity and achievement in Kericho East Sub-County. The topic Statistics I was taught to Form Two since it is one of the topics that is poorly performed according to Kenya National Examinations Council reports on KCSE. Solomon Four Non Equivalent Control Group Design under the quasi-experimental research was used. A random sample of four co-educational sub-county secondary schools was drawn from schools in Kericho East Sub-County. Each school provided one Form Two class. This translated to a total of 168 students. The experimental groups were taught Experiential Learning Approach (ELA) while the control groups were taught using the Conventional Teaching Methods (CTM). One experimental and one control group was pre tested. At the end of the treatment all the four groups were post tested using Mathematical Creativity Test (MCT) and Mathematics Achievement Test (MAT). The instruments were validated with the help of experts in the Department of Curriculum Instruction and Education Management of Egerton University and mathematics teachers from selected secondary schools. The MCT and MAT were pilot tested to estimate their reliability coefficient using Cronbach alpha for MCT and Kuder Richardson 21 method for MAT before they were used in the study. The reliability coefficient was 0.778 for the MCT and 0.978 for the MAT. Means, t-test and ANOVA were used in data analysis. All statistical tests were subjected to test of significance at alpha (α) level of 0.05. The results revealed that ELA had a significant effect on students’ mathematical creativity and achievement in mathematics. However, the effects of treatment on mathematical creativity and achievement with regard to gender was not significant. The findings of the study may to assist mathematics teachers to adjust their instructional strategies and also teacher trainers may use the information from the study to sensitise in-service and pre-service mathematics teachers on the importance of Experiential Learning approach in enhancing Mathematical Creativity and achievement in Mathematics. The findings may also be used as a basis for future research in Mathematics Education.
