PROBLEM POSING STRATEGY: EFFECT ON STUDENTS’ MATHEMATICAL PERFORMANCE AND ANXIETY

Annaliza P. Sangco, Elan M. Elpidang, Resa Mae R. Sangco

Abstract


Mathematics is a fundamental part of school curricula but many students struggle with it due to instructional factors and cognitive limitations in comprehension and problem-solving. Hence, the study aims to investigate the effectiveness of problem posing strategy as an alternative method for teaching problem-solving in mathematics. The study involved two groups of Grade 7 students, a control group and an experimental group. The experimental group was taught using problem posing while the control group was taught using traditional methods. The study used a quasi-experimental pre-test-post-test control group design methods and data was collected using the Modified Abbreviated Math Anxiety Survey (mAMAS) to determine the level of anxiety of the students. The results showed that there is a significant difference in the two-teaching strategy, that is, students who were exposed to problem posing strategy had higher scores and lower levels of anxiety compared to those taught using traditional methods. The study suggests that problem posing can be an effective approach to teaching problem-solving in mathematics.

Keywords


mAMAS, problem solving, word problems, quasi-experiment

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References


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