International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 7 Issue 6
November-December 2025

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Support of Creativity in Learning Engagement and Student Understanding of Scientific Inquiry as Mediated by Teacher Communication Behavior

Author(s) Andrea Jean Marañon Vitudio, Gina Fe G. Israel
Country Philippines
Abstract This study determined the mediating effect of teacher communication behavior on the relationship between support of creativity in the learning environment and student understanding of scientific inquiry. Using quantitative-correlational design, data were gathered from 330 Senior High School STEM students in the 2nd District of North Cotabato through validated survey instruments. Descriptive statistics, Pearson correlation, and mediation analysis were employed to analyze the data. Findings revealed that creativity was generally supported in the learning environment, with higher ratings in learner engagement and learning climate than in the physical environment. Students demonstrated a high level of understanding of scientific inquiry, although weaknesses were observed in methodology and imagination. Teacher communication behavior was rated high overall, with relatively lower scores in the controlling dimension. Significant positive correlations emerged among support of creativity, teacher communication, and understanding of scientific inquiry, while teacher communication was found to partially mediate the link between creativity support and student inquiry skills. The study concluded that the learning environment, teacher communication, and student engagement are interconnected in fostering scientific inquiry. These results contribute to understanding how creativity support and communication practices shape inquiry learning, providing insights for improving teaching strategies in STEM education.
Keywords education, support of creativity, teacher communication behavior, scientific inquiry, mediation analysis, Philippines
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-02
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.62304
Short DOI https://doi.org/hbdsh8
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