The Effects of Problem Posing and Sense-Making on Students' Conceptual Understanding and Anxiety towards Mathematics

Abstract

This study examined the effects of problem posing and sense-making on students' conceptual understanding and mathematics anxiety. It utilized a pretest-posttest quasi- experimental non-equivalent control group design to gather the data. The researcher made use of the teacher made test and mathematics anxiety test with a reliability coefficient of 0.89 and 0.88, respectively. Two intact classes of Grade 8 students at Bugo National High School, Bugo Cagayan de Oro City were randomly assigned as the control group and the other as...