Developing Students’ Creative Thinking Skills in Solving Problems of Probability Theory

Abstract

This study investigates the impact of creativity-focused instruction on students’ ability to solve problems in probability theory, a domain often perceived as abstract and unintuitive. Traditional teaching methods typically emphasize procedural knowledge, neglecting the development of higher-order thinking skills such as creative reasoning. Addressing this gap, the research employed a quasi-experimental mixed-method design involving 60 Grade 11 students divided into experimental and control groups. Over a four-week intervention, the experimental group engaged in creative instructional strategies—including open-ended problems, analogical reasoning, and collaborative tasks—while the control group received conventional instruction. Quantitative data were gathered through pre- and post-tests using a Mathematical Creative Thinking Test and a Probability Achievement Test; qualitative insights were obtained from semi-structured interviews. Results indicated a significant improvement in the experimental group’s creative thinking and problem-solving performance (p < 0.01, Cohen’s d = 1.1). Interviews revealed enhanced conceptual visualization and strategic flexibility among these students. The findings underscore the efficacy of integrating creativity into mathematics instruction and suggest scalable pedagogical approaches for fostering deeper understanding and engagement. Future research should examine long-term effects and explore digital tools to support creative cognition in broader educational contexts.