The effect of problem posing-based active learning activities on problem-solving and posing performance: The case of fractions

Abstract

This study aims to examine the effect of problem posing-based active learning activities on students' problem-posing skills and problem-solving achievement. To this aim, an experimental design with pre-test post-test control group was employed. The participants consisted of two groups of sixth graders, one experimental group (N=23) and one control group (N=25). Students in the experimental group were exposed to seven problem-based active learning activities over the course of six weeks. The study used problem-solving and problem-posing tests to collect data. The results revealed that eventhough the intervention was not statistically significant, the increase in the problem-solving mean score of the experimental groups was higher than that of the control group. Problem posing pre- and post-test scores of the experimental group differed statistically significantly with a high level of effect size (η2=0.80 ). Finally, educational implications are discussed, and recommendations are made for future research.

Keywords

• mathematical problem-solving
• problem-posing
• active learning
• operations with fractions