Impact of Problem-based Learning Strategy on Students' Mathematical Value among Secondary School Students

Fatimah Ramli,Nur Raidah Salim,Kathiresan Gopal,Hutkemri Zulnaidi,Ahmad Fauzi Mohd Ayub

doi:10.13189/ujer.2020.080801

Fatimah Ramli, Nur Raidah Salim + Show 3 more

Open Access

https://doi.org/10.13189/ujer.2020.080801

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Abstract

This study examined the effectiveness of implementing a problem-based learning (PBL) strategy on the mathematical values of the mathematics secondary school. A quasi-experimental nonrandomized control group post-test design was conducted, which consisted of 62 students in two intact groups. 35 students were placed in the experimental group, while 27 students in the control group participated in this study. Students in the experimental group received the PBL instruction strategy, while the control group learned mathematics using conventional instructional in a classroom for eight weeks. Students' mathematical values were measured using a set of rubrics consisting of nine mathematics educational values. The results of this study showed the students from the PBL strategy group demonstrated significantly higher scores than the conventional instruction strategy group in the overall mathematical values and the subscales of accuracy, conjecturing, consistency, creativity, effective organization, efficient working/ strategies, flexibility, persistence, and systematic working. Therefore, it is recommended that the use of the PBL strategy would help students to understand mathematical values better compared to conventional instruction.

Highlights

Under the 10th Malaysian Plan (2011–2015), the education system was revised and revamped to improve and sustain students' outcomes
Research Objective The goal of this study was to investigate the effect on the topics of Pythagoras theorem, Transformation, Solid Geometry II, and statistics of using the problem-based learning (PBL) strategy on the mathematical value of students as compared to conventional instruction (CI) strategy
The research design for this study is the pre-post quasi-experimental design to investigate the effects of the PBL strategy on students’ cognitive performance, mathematical values, and motivation in the learning of mathematics.This quasi-experiment of causal comparing is most ideal for investigating the effectiveness of an intact group intervention and it is used when the true experimental design is not possible (Creswell, 2014)

Summary

Introduction

Under the 10th Malaysian Plan (2011–2015), the education system was revised and revamped to improve and sustain students' outcomes. Values in Mathematics were defined as the ability to do mathematics, understand mathematical ideas, and apply mathematical knowledge and skills responsibly in daily life (Ministry of Education, Malaysia, 2011). Mathematical principles are clearly expressed to the extent that the linkages between mathematical concepts and their utility or application to the immediate environment of the learners displayed a high degree of honesty (Bishop, 1988; Seah, 2013).Values are the most important elements of learning and teaching in mathematics According to Swadener and Soedjadi (1988), identifying values as a concept or an idea has always been difficult. Values can be classified into two groups: aesthetic and ethical. Aesthetic values are concepts of beauty, but ethical values are notions that can be demonstrated as bad or good.These values form the wholeness in education

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