The Effect of Problem Posing-Based Active Learning Activities on Problem-Solving and Posing Performance: The Case of Fractions

Autor/inn/en	Polat, Hatice; Özkaya, Merve
Titel	The Effect of Problem Posing-Based Active Learning Activities on Problem-Solving and Posing Performance: The Case of Fractions
Quelle	In: Journal of Pedagogical Research, 7 (2023) 1, S.67-81 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Polat, Hatice) ORCID (Özkaya, Merve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Problem Solving; Active Learning; Fractions; Mathematics Education; Mathematics Achievement; Grade 6; Middle School Students; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Problemlösen; Aktives Lernen; Bruchrechnung; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
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 even though 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 ([eta squared] = 0.80). Finally, educational implications are discussed, and recommendations are made for future research. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01