DEPARTMENT OF EDUCATION

Region V
DIVISION OF CAMARINES SUR
BOMBON DISTRICT
SAN ROQUE ELEMENTARY SCHOOL-11276
Zone 1, San Roque, Bombon, Camarines Sur, 4426, Philippines

TITLE OF ACTION RESEARCH:

PROBLEM-POSING: ENHANCING PROFESSIONAL DEVELOPMENT

NAME OF THE PROPONENT:

NERISSA D. VALENCIA, 09176276122

POSITION/DESIGNATION:

SCHOOL PRINCIPAL 1

STRAND OF THE ACTION RESEARCH:

TEACHING AND LEARNING PROCESS

NAME OF SCHOOL:

CAROLINA NATIONAL HIGH SCHOOL

ENDORSED:

NOTED:

GINA B. BOBIS, PhD – PSDS, DISTRICT X

RECOMMENDING APPROVAL:

MEMBER 1:

MEMBER 2:

ASSISTANT CHAIRMAN:

CO-CHAIRMAN

ASDS:

APPROVED: MARIANO B. DE GUZMAN, CESO VI

OIC, Schools Division Superintendent

DATE OF PROPOSAL: _________________________

PROBLEM-POSING: A STRATEGY IN TEACHING MATHEMATICS

Joevannie S. Conde, Carolina National High School

I. Context and Rationale

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 One of the integral parts of mathematics education is problem solving which is

believed to be develop students’ critical thinking and deeper understanding of

mathematical concepts. However, in a deeper sense, students find it hard to solve

problems because they do not understand or they cannot even analyze basic concepts

in mathematics. As a result, the need to identify an appropriate strategy in solving this

problem would be addressed. This study proposes the utilization of problem-posing

strategy.

This study will identify the effects of problem-posing strategy to the academic

performance of the students in Mathematics. This will further provide the teachers

and the students the idea of having a deeper understanding of a concept through

problem-posing activities.

Problem-posing education is a term coined by Brazilian educator, Paulo Freire

in 1970 which defined this term as a method of teaching that emphasizes critical

thinking for the purpose of liberation. (as cited by Mishra and Iyer, 2015) It involves

the process of creating one’s own problem (the problem posed) out of a particular idea

or concept. In this, a person, particularly a student in the classroom setting, is free to

come-up with his own problem relative on how he understood and analyze a specific

concept.

The effect of problem-posing to students is shown in a study by Mishra and Iyer

(2015) wherein they cited that problem-posing can be able to unfold their knowledge

using seven strategies – apply, organize, probe, compare, connect, vary, and

implement. This provides the idea that it is through problem-posing that students can

be able to devise ways on how to learn and understand a particular concept.

Moreover, Beal and Cohen (2012) stated that problem-posing involves students

in the transformation of knowledge and understanding, engages them in constructing

knowledge through various processes and enables them to generate new knowledge

through self-exploration. Thus, problem-posing provides opportunity of having the

sense of ownership in a particular idea; as a result, deeper understanding is

guarantee.

II. Action Research Questions

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 This study aims to determine the effects of problem-posing strategy in the

academic performance of students in Mathematics for Grade 7 at Carolina National

High School for the School Year 2019 – 2020.

Specifically, it seeks to answer the following questions:

1. What is the academic performance of the students in the pre-test and

post-test?

2. How is problem-posing perceived by:

a. teachers;

b. students; and

c. principal

3. Is there a significant difference between the academic performance of the

students in the pre-test and post-test?

4. What are the effects of problem-posing strategy to the academic

performance of students as perceived by the participants?

III. Proposed Innovation, Intervention, and Strategy

This action research aims to determine the effects of problem-posing strategy in

the academic performance of the students in Mathematics. The proposed intervention

of this research is the crafting of LeMPS (Learning Mathematics through Problem-

posing Strategy) Module. The module is a compilation of learning activities that

involve the process of problem-posing. It will also include discussions that are

simplified which will go to the level of understanding of the students enabling them

self-paced learning. In summary, A-D-A (Activity, Discussion, and Assessment) will be

utilized.

Aside from this module, the researcher will also create Teachers’ Guide in

Mathematics employing the said strategy. Since, the major objective of the innovation

is to cater the needs of students in Mathematics learning, to assist teachers in the

implementation of the module; the said guide will also be crafted. This guide will

include answer keys for the activities and assessment, teachers’ guided practices, and

suggested activities on how will the module be utilized.

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

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 There will be 43 Grade 7 students, 6 Mathematics teachers, and the

school principal of Carolina National High School who will serve as the

respondents and participants of the action research as source of data and

information.

b. Data Gathering Methods

The data gathering tools that will be used for the study are the test

questionnaires for conduct of pre-test and post-test, survey questionnaire for

the students, interview guide for the teachers, and observation checklist for the

school principal. The results of the analysis of the survey questionnaire,

interview, and the observation checklist will be used for the triangulation

method to enable the researcher to identify the perceptions and effects of the

strategy that will be tested.

c. Data Analysis Plans

The researcher will use several statistical tools and qualitative ways of

data analysis to analyze and interpret the data gathered. This includes mean, z-

test, and thematic analysis with triangulation.

Mean. The mean will be used to get the average of the academic

performance of the students as a result of the pre- and post-test.

Σ f Xm
x=
N

where:

x = mean

f = frequency of each class

X m = mid-interval value of each class

N = total frequency

Σ f X m = sum of the product of mid-interval values and their

corresponding frequency

z-test. The z-test will be used to test the significant difference between

the academic performance of the students in the pre- and post-test.

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 x 1−x 2
z=

√
2 2
s 1 s2
+
n 1 n2

where:

z = z-statistic

x 1 = first sample mean

x 2 = second sample mean

s1 = standard deviation of the first sample

s2 = standard deviation of the second sample

n1 = frequency of the first sample

n2 = frequency of the second sample

Thematic Analysis. To identify the effects of problem-posing,

thematic analysis will be utilized in the triangulation method. This

process will be done after the collection of data through the administration of

the survey questionnaire with the students, conduct of interview with the teachers,

and completion of the observation checklist of the school principal.

V. Action Research Work Plan and Timeline with Cost Estimates

Materials /
Activities Timeline Budget Cost
Resources Needed
Pre-Research
Activity January 2-18, 2020 bond paper, ink,
 Writing of AR printer P10,000.00
Proposal
 Submission and
Approval of AR
Proposal in the
Division Office
 Writing of
Instruments and
Lesson Planning

Research Activity
 Lesson January 21, 2020 instructional P1,000.00
Implementation materials
 Interview January 22-25, P500.00
 Data Analysis 2020 interview guide
 Research January 28-31, P500.00
Completion 2020 bond paper
February 1-15,
2020
Post-Research
Activity February 16-April
 Crafting of the 30, 2020 bond paper, ink, P5,000.00

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 Innovative printer, manpower
Materials
(Module & May 2, 2020
Guide)
 Submission of
Completed
Research contingency (10% of P1,700.00
total cost)

TOTAL COST P18,700.00

ESTIMATES

VI. Plans for Dissemination and Utilization

The results of the study and its innovation will be disseminated and utilized

through these media:

LAC Sessions. The researcher aims to explain and encourage other

teachers to utilized the results of the study as well as the proposed innovation

through LAC sessions.

Research Conferences. The results of the study and the whole process

of the conduct of this research will be disseminated to schools and other

agencies through research conferences. The researcher aims to widely spread

whatever the results of the study might be.

Dry-run of the Material. There will also be a dry-run of the created

material as a result of the research that will be conducted.

VII. References

www.cut-the-knot.org/Mset99/posing.shtml

https://www.researchgate.net/publication/

258052904_Effectiveness_of_Problem_Posing_Strategies_on_Prospective_Mathe

matics_Teachers’_Performance

https://www.researchgate.net/publication/

255947516_Cunnigham_RF_2004_Problem_Posing_An_Opportunity_for_Increas

ing_Student_Responsibility_Mathematics_and_Computer_Education_38_1_83-

89

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