Development of problem-posing instructional materials in teaching mathematics in grade 8
This study explores the development and implementation of problem-posing instructional materials (PPIM) aimed at enhancing mathematical creativity, problem-solving skills, and attitudes toward mathematics among Grade 8 students. Employing a descriptive-developmental research design, the study followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—and integrated the Active Learning Framework (ALF) to create instructional content. A total of 139 grade 8 students participated. The instructional materials were assessed using Rogers’ Diffusion of Innovation framework, achieving a high acceptability rating of 5.78 (96.3%). The study demonstrated significant improvements in student attitudes toward mathematics, evidenced by a post-survey p-value of 0.0008. Students progressed in problem-solving (summative score: 80.4%) and creativity fluency (85.1%). However, problem construction, confidence, and comprehension challenges were identified through focus group discussions. The study highlights the value of structured, visually engaging materials in boosting mathematics engagement and skills, noting the need to improve resources and instructional clarity.
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