Effect of context based instruction with problem posing and problem solving approaches on fifth graders’ problem posing skills in data handling

Abstract

Enhancing students’ ability to create mathematical problems significantly contributes to their development of critical thinking, creativity, and problem-solving skills in mathematics learning. Therefore, this study aimed to investigate the effect of context-based problem-posing and solving instructional approaches on the fifth-grade students’ problem-posing skills in learning data handling. The study also sought to investigate how students thought of developing problem-posing skills. To this end, the study employed a concurrent embedded quasi-experimental non-equivalent pre-test-post-test control group mixed-method design. A total of 138 fifth-grade students participated in the study. Data were collected using problem-posing skills tests, lesson observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, paired sample t-test, and ANCOVA. Qualitative data were analyzed thematically. The study revealed that context-based problem-posing and solving instructional approaches significantly improve students’ problem-posing skills. When compared to the comparison group, a medium level of effect size has been observed on the post-total data handling and post-context-type data handling problem-posing skills. Integrating context-based problem-posing and solving in learning data handling significantly enhances students’ problem-posing skills and fosters a sophisticated developmental progression from surface-level cultural substitutions to deep structural modelling involving data visualization. Developing context-based problem-posing and solving instructional materials, along with a prolonged duration of intervention, is recommended for future studies.