The examination of the effect of mathematics instruction with problem posing approach on students' academic achievement, problem solving ability and creativity

The aim of this research is to examine the effect of problem posing approach(PPA) on students? academic achievement, problem solving ability and creativity inthe teaching of the concept of integral and its applications in ?Mathematics-II?course in the first year of university.The research was started with a pilot study and it was adopted anexperimental design methodology. In the research academic achievement scale,problem solving inventory (PSI) and creativity scale are used as data collection tools.The measurements were administered to 79 first year students of Science EducationDepartment of Education Faculty of a public university in Ankara. In the analysis ofsub problems of the research; for independent groups t-test were conducted;frequency, percentage and mean values were conducted.In the research, students in the experimental group took place in ?creative ataverage level? (%26,8) and ?creative more than average level? (% 65,9) groupsbefore the experimental application. At the end of the study, a change occurred witha partial increase in the creativity level of the students in the experimental group. It isdetermined that they took place in ?creative at average level? (%19,5) and ?creativemore than average level? (%78) groups. Approximately 4/5 of the students in thecontrol group took place in ?creative at average level? (%81,6) group andapproximately 1/5 of them in ?creative more than average? (% 18,4) group beforethe experimental application. At the end of the study in the creativity level of thestudents a small change occurred in the experimental group. It is determined thatthey had a ?average creativity? (%19,5) and ?more than average creativity? (%78).The mean of the academic achievement scores of students of the experimentgroup were ( Χ =71,51) while the mean of the academic achievement scores ofstudents of the control group were ( Χ =37,21). The numerical difference was foundstatistically significant in favor of experiment group. In other words, academicachievement scores of the students at the post-test about the integral unit showed asignificant difference according to group (experiment-control) variable [t(77)= 8,070;P < ,001].Students? post-test total scores of creativity scale didn?t show a significantdifference according to the group variable (experiment-control)[t(77)= 1,899; P > ,05].Students? post-test total scores of problem solving inventory showed asignificant difference according to the group variable (experiment-control)[t(77)= -3,752; P < ,05].In the research, academic achievement scores of the students in theexperimental group at the post-test about the integral unit of ?Mathematics II? coursedidn?t show a significant difference at their ?creativity level? that they had after thetreatment [t(39)= ,797; p> ,05]. The academic achievement scores of the students inthe control group at the post-test about the integral unit of ?Mathematics II? coursedidn?t show a significant difference at their ?creativity level? that they had after thetreatment [t(36)= -,721; p > ,05].When we look at the results, it is determined that problem posing approacheffects academic achievement, creativity and problem solving ability of students in apositive way and at significant level at ?Mathematics-II? course in the teaching of theconcept of integral and its applications. Also, in the frame of findings, byaccommodating the discussion part with the literature we include some implicationsboth for application and for educators and people who wants to make a research inthis subject.Key words: Problem, Problem Solving, Problem Solving Ability, AcademicAchievement, Creativity, Problem Posing, Mathematics Teaching