Problem-Based Learning Approach for Developing Learning Management Skills in Undergraduate Mathematics Education

Abstract

This study explores the effectiveness of problem-based learning (PBL) activities in developing learning management skills among mathematics education students. The research was conducted with 30 participants selected from a public university in Thailand using a cluster sampling method. A holistic rubric with a rating scale of 1 to 5 was employed to assess learning management design and teaching implementation. The results indicate that PBL significantly enhanced students’ learning management skills, with mean scores of 77.90 (82% of full mark) for learning management design and 56.90 (81.29% of full mark) for teaching implementation. Overall, the participants achieved a mean score of 134.80 (81.70% of full mark), demonstrating the effectiveness of PBL in fostering comprehensive learning management abilities. Moreover, participants expressed high satisfaction with the PBL approach, as evidenced by a mean satisfaction score of 4.54 (S.D. = 0.48) on a 5-point Likert scale. The study contributes valuable evidence supporting the integration of PBL in teacher education curricula, with implications for both academic and pedagogical contexts. Policymakers are encouraged to consider incorporating real-world problem-solving experiences in all teacher education classes, and further studies can explore the long-term effects of PBL on students’ teaching practices.