Effect of Problem Posing on Students' Conceptual Understanding and Procedural Knowledge in Geometry

The main purpose of the study was to determine the effect of problem posing on students' conceptual understanding and procedural knowledge. The study utilized a quasi-experimental design specifically the Pre-test Post-test Control Group Design. The instruments used were conceptual understanding and procedural knowledge tests, and students' perception of problem posing. The participants of the study were two groups of junior high school students. The control group was taught using the traditional method while the experimental group was taught using problem posing. The effect of problem posing on student's conceptual understanding and procedural knowledge was determined by comparing the students' pre-test and post- test mean scores. The results revealed that the students in the experimental group obtained the same results with the control group in conceptual understanding and procedural knowledge. Thus, there was no significant difference between the experimental group and the control group in terms of conceptual understanding and procedural knowledge posttests. This implies that problem posing has the same effect as the usual method on students' conceptual understanding and procedural knowledge. Further, the students perceived that problem posing was helpful in improving their problem solving skills.