Publication Date

2026

Document Type

Dissertation/Thesis

First Advisor

Xie, Ying

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

Mathematical creativity is recognized as an important component of mathematics education; however, there is limited understanding of how instructional approaches can effectively support this skill among high school students, particularly through problem-based learning (PBL). This study examined the effects of problem-based learning on mathematical creativity among high school students.

This study employed a mixed-methods approach using an alternating treatment design with two groups of participants. Group 1 received the PBL intervention followed by a control condition, while Group 2 received the control condition followed by the PBL intervention. Quantitative data were collected through a mathematical creativity test measuring flexibility, fluency, and originality scores, while qualitative data were gathered through interviews to capture student engagement and experiences. Quantitative data were analyzed using Wilcoxon rank-sum tests and t-tests to compare differences across treatment conditions and groups. Qualitative data were analyzed to identify patterns in student engagement and responses to the PBL intervention.

Results indicated that the PBL intervention did not produce statistically significant differences in mathematical creativity. However, qualitative findings revealed that students demonstrated high levels of engagement and positive responses to the PBL approach. These findings suggest that while PBL may not immediately impact measurable creativity outcomes, it may play an important role in fostering student engagement in mathematics. This has implications for instructional practices in secondary mathematics classrooms and highlights the need for further research examining the long-term effects of PBL on mathematical creativity.

Extent

156 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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