Abstract
The purpose of this study is to investigate the effects of a problem-based learning (PBL) Approach on attitude, misconception and mathematics performance among university students. The results showed PBL teaching approach is more effective than traditional methods in teaching mathematics. PBL could influence student's performance and attitude toward mathematics. In addition, the result of LSD-Test showed PBL approach does not have significant influence on student's performance in a short time. Although the study showed that the PBL approach, in comparison with traditional approach, appeared to reduce student's misunderstandings and misconceptions of the mathematics, it didn’t find significant difference between two groups.
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