ENHANCING MATHEMATICS ACHIEVEMENT THROUGH ONLINE PROBLEM-POSING: A STUDY DURING THE COVID-19 PANDEMIC

Oct 15, 2026

Problem-posing has been recognized for strengthening students' engagement, problem-solving skills, and mathematical knowledge, contributing to higher mathematics achievement. This experimental study uses randomized comparison groups with pre-test and post-test design to evaluate online problem-posing during Thailand’s COVID-19 outbreak. Sixty electrical engineering students from Rajamangala University participated, using a problem-posing lesson plan and an achievement test. Results show a statistically significant post-test mean-score difference favoring the experimental group, recommending online problem-posing in mathematics teaching.

LanguageEnglish

CategoryResearch & Report

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Pages14

Reading Time35 min

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Problem-posing

ENHANCING MATHEMATICS ACHIEVEMENT THROUGH ONLINE PROBLEM-POSING: A STUDY DURING THE COVID-19 PANDEMIC WASUKREE SANGPOM NARONGSAK SANGPOM Rajamangala University of Technology Suvarnabhumi Suphanburi, Thailand ABSTRACT Problem-posing has been recognized for enhancing students' engagement, problemsolving skills, and mathematical knowledge, which leads to higher mathematics achievement. This research is experimental research with a randomized comparison groups pre-test and posttest design, which aims to examine the effect of using online problem-posing to develop students'mathematics achievement during the outbreak of the COVID-19 pandemic in Thailand. Sixty electrical engineering students of Rajamangala University participated in this study. The research instruments included a mathematics problem-posing lesson plan and a mathematics achievement test. The participants were tested for mathematics achievement before and after attending the programs. The result indicated a statistically significant difference in the mathematics post-test mean scores between the experimental and control groups. The experimental group gained higher mathematics achievement than the control group. Therefore, it is recommended that the problemposing be used in teaching mathematics to the students. INTRODUCTION Problem-posing teaching techniques have attracted the attention of educators and researchers (Cai, 1998; English, 1997; Kilpatrick, 1987; Stoyanova, 1997) . Many researchers presented consistent findings that posing mathematical problems can develop problem-solving skills, mathematical knowledge, and mathematical process skills that lead to higher mathematics achievement. (Cai, 1998; 2003; Cai & Hwang, 2002; Moses et al., 1990; Silver et al., 1996; Yuan & Sriraman, 2010). Problem-posing can be used to improve the mathematics achievements of students at the university level. For instance, Radmehr, Nedaei and Drake (2020), exploring undergraduate engineering students’ competencies and attitudes toward mathematical problem-posing in integral calculus, found that about 60 percent of students had positive attitudes toward mathematical problem-posing activities. Roble, Lomibao and Luna (2016) investigated the effect of pre-withinpost problem-posing activities in enhancing students’ achievement and mathematical flexibility in Differential Calculus. The participants of this study consisted of 36 second-year university students of Escola Naval. The finding revealed that the pre-within-post problem-posing activities helped students improve their achievement and flexibility scores in Differential Calculus. Moreover, Nedaeia, Radmehr and Drake (2022) suggested that problem-posing tasks could be used more often, alongside problem-solving tasks, as part of the teaching and mathematical achievement evaluation at the university level. In December 2019, the world acknowledged two confirmed cases of Coronavirus patients in Wuhan, China. On 11 March 2020, the World Health Organization (WHO) officially declared the outbreak of the COVID-19 pandemic. Thailand is one of many countries experiencing this ongoing pandemic and was the first to report a case outside China on 13 January 2020. (Abuza, 2020) This severe epidemic which greatly expanded the virus in the country, had severely affected Thailand in many ways, and education was one of them. (Panyaarvudh, 2020) . Educational Planning | Summer 2024 53 Vol. 31, No. 3 In the middle of March 2020, all universities in Thailand were requested by the Ministry of Education to suspend any school activities and move to online classes (Mala, 2020) . The sudden changes have caused significant impacts and disruptions to the learning progress of learners and teachers. Regarding the teachers, they had to design online learning lessons, develop learning materials and media, online measurements, and online evaluations. As for the learners, advances in information and communication technology have enabled them to a

FAQs

What is the main purpose of the study?

To examine the effect of using online problem-posing on students’ mathematics achievement during the COVID-19 pandemic in Thailand.

How was the study designed and who participated?

It used an experimental randomized comparison-group pre-test/post-test design, with 60 electrical engineering students from Rajamangala University participating.

What were the study’s key findings?

The experimental group showed higher post-test mathematics achievement than the control group, with a statistically significant difference in post-test mean scores.

Oct 15, 2026

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