Measuring Creativity on Longitude and Latitude Using Van Hiele’s Learning Model Among Selected Senior Secondary Schools In Sokoto State, Nigeria

Abstract

This paper was aimed to measure the creativity which call for originality and uniqueness of ideas, concepts, techniques or skills that possibly lead to production and innovation. Little attention is paid to the uniqueness and originality of an idea but rather dominant on the recall, repetition and reproduction of ideas, concepts, techniques or skills. The research was guided by two research questions with equivalent null hypotheses. Quasi-experimental design entailing pretest and posttest was employed. This research's target population comprises all senior secondary school students (SSS 3) in the State. Two hundred sixty-seven students were selected using simple random sampling through balloting. A Mathematical Creativity Test (MCT) was employed to collect data. The instrument was validated by the experts and reliability index was found to be 0.72 after pilot testing. The data collected was sorted based on the dimension of creativity as stated by Torrance. The data was analyzed using independent sample t-test. The result indicated a significant difference in the mean creativity score in favor of the experimental group. While it further shows no gender disparity. The researchers recommended that Van Hiele learning model should be embedded in teaching mathematics concepts related to geometry such as longitude and latitude as well as trigonometry.