From Confusion to Confidence: A Grounded Theory on how Senior High School Students Develop Self-Regulated Learning through Problem- posing in General Physics

Abstract

This study aimed to develop a grounded theory that provides explanation on how Senior High School learners learn and grow through problem-posing activities in General Physics 1 and 2. The researcher conducted in-depth interviews with six SHS learners who had been exposed to regular problem-posing tasks (free, semi-structured, and structured). The interviews were analyzed using the constant comparative methods (guided by the Grounded Theory approach), which involves open, axial, and selective coding. Findings reveal that learners initially experienced confusion, self-doubt, and anxiety when asked to create physics problems. Over time, however, they developed strategies such as reviewing lessons, collaborating with peers, and visualizing real-world situations. These actions enabled them to shift from passive learners to confident, self-regulated thinkers. The final theory is “Problem-Posing as a Pathway from Cognitive Struggle to Self-Regulated Learning.” This illustrates how problem construction nurtures reflection, metacognition, creativity, and personal growth. It is concluded that problem-posing helped learners move beyond memorization; it became a meaningful avenue to think more deeply, manage their own learning, and develop confidence in understanding physics concepts. In simple words, as learners struggled, adapted, and reflected, they grew into more self-directed learners. It is then recommended that educators utilize problem-posing not just as an assessment tool but as a regular strategy to support critical thinking, confidence-building, and independent learning