Özet:

The general purpose of this research is to study the impact of the problem-making approach on student academic success. The research was conducted with a total of 39 students who studied in the eighth class of a state school that is affiliated with the Ministry of Education in the central district of Kastamonu, in the second semester of the 2014-2015 educational year. The study was carried out according to the semi-experimental pattern of the control group. One of the two classes determined by reflectless assignment is the experimental group (n=19) and the other is the control group (n=20). The studies involving the experimental group were conducted with activities that included problem-solving and problem-building according to the plans based on the problem-building approach, while the control group was solved with the problems in the experimental group. Quantitative data in the study were collected using the scale of academic success developed to measure student academic success and analyzed with the help of the SPSS (Statistical Package for Social Sciences) package program, identifying the necessary statistical techniques. The data obtained from the discussions were addressed by the content analysis approach. The study found that there was no distinction between the test scores that students of the experiment and control group involved in the study received from the academic success test [t(37)= 1,963, p>.05]. However, students in the experiment group have given a positive view of the activities based on the problem-making approach.

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