Mathematics Education Trends and Research

Volume 2013 (2013), Article ID metr-00015, 8 Pages

doi: 10.5899/2013/metr-00015


Research Article


A Case Study into the Effects of Posing Good Question on the Students' Math Achievement


Masoud Soleymanpour1 *, Mozafar Masomi1, Ahmad Shahvarani1, Mohammad-Hassan Behzadi1


1Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran


* Corresponding author. Email address: Masoud_7063@yahoo.com


Received: 11 April 2013; Revised: 09 May 2013; Accepted: 10 May 2013


Copyright © 2013 Masoud Soleymanpour, Mozafar Masomi, Ahmad Shahvarani and Mohammad-Hassan Behzadi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Numerous methods are employed to teach mathematics. One of them is posing questions in the math class. This study is intended to investigate the effects of Posing-Good-Questions Method (PGQM) on math achievement of the high school first graders in comparison to traditional math teaching methods. The present study is quasi-experimental with experiment and control groups. Research sample consists of 71 girl high school first graders selected through cluster sampling. Instrumentation used by the study is a teacher-made school achievement test. The results obtained from paired samples test, Mann-Whitney and Wilcaxon test found that there is no significant difference between experiment and control groups with this regard. It suggests that owing to some unknown educational barriers, PGQM yields no math achievement among high school students.


Keywords: Posing-Good-Questions Method (PGQM); traditional method; math achievement; mathematics education; learning.

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