E. ZAKARIA, F. SALLEH
Table 3.
One way between-groups ANOVA in creativity scores based on teachers’ experience.
Variables Teachi ng experience N Mean F p
Teachers’ creativity K1: <6 yrs 43 8.53 6.831 .001
K2: 6 - 10 yrs 64 10.59
K3: >10 yrs 68 13.15
Teachers should be exposed to problem-generating activities
before they can perform this activity with students. Teachers
should engage students in class to participate in problem-posing
(Zakaria & Ngah, 2011). Creating a new problem or reformu-
lating a problem is not an easy task, and it requires planning,
skill, and personal strength to do this activity effectively. Pre-
vious studies have shown that problem posing can increase stu-
dents’ comprehension, encourage communication of mathema-
tics, improve students’ self-confidence, and establish positive at-
titudes towards mathematics. Problem posing should be given
serious consideration by teachers in preparing lesson activities.
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