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Objectives The purpose of this study was to find ways to improve mathematics achievement, learning attitudes, and interests in mathematics learning after designing and applying a problem-making classes suitable for the first year high school mathematics subject. Methods The study was conducted on 60 students in two classes in the first grade of 00 high school located in 00 Metropolitan City where the researcher works. Based on the midterm exam results of the second semester of the first grade, two classes were selected, and one class was divided into a experiment group and the other class was divided into a control group, and 13 classes were conducted for about two months from October 12 to December 14, 2021. The research group (30 students) was in the class using a problem-making classes and the control group (30 students) was in the class based on traditional textbooks. Results Through these studies, the following results were obtained. First, it can be seen that students who participated in the problem-making classes were more effective in mathematics achievement than those who did not. Second, it was found that the experiment group applying the problem-making classes had a significant difference in terms of learning attitudes and had a positive effect in terms of interests. Conclusions In conclusion, the experiment group taught after applying the problem-making classes had significant differences in mathematics achievement, learning attitudes, and interests in mathematics learning.
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