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Research findings suggest that many students tend to ask infrequent and superficial questions, which hinders their ability to deepen their understanding and acquire new knowledge. This pilot study (N=15) asked whether having students pose their own problems to examine would have an effect on their understanding. The instructor guided the students from structured problems to having students posing their own problems for each unit. To assess the effects of problem posing on understanding, students were evaluated on Advanced Physics Calculus released force multiple choice and free-response questions. Bayesian machine learning was used to determine the network of influencing factors. The network results suggest that problem posing, with an arc strength of 0.54, supported free-response questions. Problem posing also influenced the total achievement with an arc strength of 0.82, with one being the maximum. While these results are intriguing, the study needs to be expanded with a larger sample size and broader content assessment.
