The teaching of problem solving using creative approach

This research study aimed to find out the effectiveness of creative approach in the teaching of problem solving. It also aimed to identify the frequentmiscalculations committed by the pupils in solving word problems. The study utilized the quasi-experimental design with a control and experimental group. Each group was given pre and post-tests. Answers were analyzed to identify the common errors committed by the students. It was found out that the pre-test performance in both control and experimental group was below average. Their performances differed in the post-test where the control group had an average performance while the experimental group had above average performance. The pupils in both control and experimental had significantly improved their performance. It was also found out that they significantly differed in solving word problems involving multiplication and in performingword-problems involving two operations. The totality of the results showed a significant differencebetween the control and experimental group in solving word problems. The common errors found involved errors in combinations and the concept of distracters. Some pupils derived the unknown combinations from the known ones.Creative approach in teaching problem solving was then effective. Students found it easier to solve the problems because the teacher provided them with real life situations and that pupils were trained to formulate and create their own problems and then solve the problems they created. Component skill errors are the most common errors committed by the pupils in solving word problems in both groups. Teachers should therefore provide sufficient time in teaching problem solving and that problem solving must always be made as a preparatory activity to present a new lesson. Teachers must include activities that involve creative approach which eventually guide and expose the students to create then solve their own word problems.