Senior High School Learners’ Experiences, Challenges, and Perceived Benefits in General Physics 1 and 2 Problem- posing Activities

This study explored the experiences of Senior High School (SHS) learners in doing problem-posing activities (free, semi-structured, and structured). The study used a descriptive qualitative design where interview data were gathered from selected SHS learners who had experienced problem-posing for one whole school year. Their responses were examined using Braun and Clarke’s (2006) thematic analysis. The findings revealed that learners found problem-posing to be a challenging but rewarding experience. Challenges include being confused and unsure how to start. However, as they practiced, they reported greater understanding of the physics topic, stronger critical thinking, boosted confidence, creativity, preparation for tests, a sense of ownership in learning, and the formation of study groups. In conclusion, problem-posing helped learners move from simple solving pre-made word problems to creating them, which makes learning more meaningful and personal. While the task was initially difficult for some, they found that it deepened their learning, engaged in metacognitive strategies, and improved their thinking skills over time. It is then recommended that teachers consider including problem-posing activities more often in Physics classes as well as other subjects.