Exploring the Relationship among Mathematical Creativity, Teacher Enthusiasm and Mathematical Achievement of Students in Federal Unity Colleges, North Central Nigeria

Abstract

Mathematical creativity and Teacher enthusiasm are two constructs that have been examined independently in relation to mathematical achievement in developed countries. But studies that link the mathematical creativity to teacher enthusiasm have not been explored. In addition, studies on the area of mathematical creativity have not been well explored particularly in the area of secondary school education in Nigeria, where mathematical achievement has seen a steady decline. This study seeks to examine whether a relationship exist between mathematical creativity, teacher enthusiasm and mathematical achievement of students at the senior secondary level in federal unity colleges in north central Nigeria using structural equation modelling. Measurement items which comprise of a questionnaire for teacher enthusiasm (TEN), tests for Mathematical Creativity (MC) and Mathematical Achievement (MA) were administered to 2041 senior secondary school students in Federal Unity Colleges in North Central Nigeria. IBM SPSS 16 and AMOS 19 were used to find the correlation and regression analysis between the variables and analyze the measurement and structural model. The major findings of the study showed that MC had a total mediating effect on MA. The direct relationship between TEN and MA in the study had an infinitesimal coefficient, however when TEN was connected to MA through the MC path, there is a significant coefficient. This study contributes to growing research on the need for Mathematical creativity in our classroom and its effect on students mathematical achievement and teacher enthusiasm.