The impact of the instruction based on problem posing approach on academic achievement

This research aims to investigate the effect of problem posing approach on students success while learning maths. Conducted within the context of teaching mathematics in connection with problem posing approach this study targetted the 8th grade students, and made use of pre-test post- test in a quasi experimental design. This study was carried out at Gedik Secondary School, Serik, Antalya in 2018-2019 academic year. Participants consisted of a total of 60 students, 30 assigned in experimental group and 30 in control group. During the treatment experimental group the students were taught with the problem posing approach and control group students were intsructed through presentation depending on the teacher and the course material. The data collection instrument was an achievement test prepared by the researcher based on the 8th grade triangles unit and administered to both groups as a pre-test and post-test. Collected data were analyzed by the researcher. Findings indicate that post test mean scores of both groups were significantly higher than the pre-test mean scores. Between–group-comparison in terms of post-test scores revealed a significant difference on the part of the of the experimental group.