Problem-Based Learning and its Impact on the Achievement of First medium Grade Students in Mathematics in Al-Baha Region - Saudi Arabia

Hamad Ayed Saad Al Ghamdi Hamad Ayed Saad Al Ghamdi

doi:10.26389/ajsrp.h191017

Abstract

The study aimed to identify the effect of problem-based learning on the achievement of first grade students in mathematics. The researcher followed the semi-empirical approach by examining the effect of the independent variable at its three levels (the "problem-based learning" method, the "problem-based learning with the use of learning software" method and the "usual" method); The sample of the study consisted of (69) students from the first grade in the second semester of the academic year 1431-1432. The sample students were divided into three groups: the first of which was an experiment that was taught in a "problem-based learning" "Problem-based learning with the use of educational software", and the third was an officer taught in the "usual" manner, and the number of members of each group (23) students. The researcher prepared the [teacher's guide (1), the student activity record (1) for the first experimental group, the teacher's guide 2, and the student activity record 2 for the second experimental group, according to the proposed teaching methods in the engineering, ). The study groups were subjected to a pre - and post - mental test to measure the levels of memory and comprehension. The test consisted of (30) questions. It was prepared, tuned, codified, verified, and fixed to measure the differences between the average scores of the students of the three groups. The researcher used the data analysis statistically (ANCOVA), Alpha Kronbach and T-Test to validate the hypotheses. The study found the following results: There is a statistically significant difference at the level of significance (aa) 0.05) among the average scores of the first experimental group students who studied "problem-based learning", which obtained an average of (18.83) and the scores of the control group students and obtained an average of (14.87) in mathematics achievement for the experimental group. There was a statistically significant difference at the level of significance (aa 0.05) between the average scores of the students of the second experimental group who studied the method of "problem-based learning with the use of educational software", which obtained an average of (23.21) and the grades of students of the control group in the achievement of mathematics I got an average (14.87), for the benefit of the experimental group. There was a statistically significant difference at the mean level (aa 0.05) between the average scores of the students of the first experimental group, which obtained an average of (18.83) and the scores of the students of the second experimental group, which obtained an average of (23.21) in mathematics achievement for the second experimental group. Based on the results, the study recommended a set of recommendations for the activation of problem-based learning. In addition to some important proposals ..

Highlights

The researcher has adopted the quasi-experimental design in which he tried to investigate the effects of the independent variable with its three levels]‫ ؛‬Pure “Problem-Based Learning ", " Problem-Based Learning with instructional programming", and the "traditional" method[on the dependant variable i.e. academic achievement
Subjects of the study consisted of ( 69) students who were enrolled in first- intermediate stage during the second academic term of the academic year 1431-1432; Subjects were randomly and divided into three groups : the first was an experimental group whose members were instructed using the " problem –based learning method ", the second experimental group members were instructed using the " Problem-Based Learning with instructional programming ", whereas the third group was a control one whose members were instructed using the " traditional" method
‫ال ّشسٍف‪ ،‬أخمد ـبد السخمً (‪" :)1338‬أزس اطخسدام بسمج ُّ ٍت حفلُم ُّ ٍت‬ ‫البُاه ُّت ـلى جدطُل ظل ّاب ال ّط ّف الأ ّوٌ ال ّثاهى ّي في ما ّدة ال ّسٍاض ُّاث"‪،‬‬

Summary

Introduction

‫اطخسدم الباخث االإىهج شبه ال ّخجسٍب ّي؛ الإىاطبخه الإشيلت الدزاطت‪ ،‬وكد أشاز (الىُلاو ّي وال ّشسٍف ُّين ‪)13 :1335‬‬ ‫ئلى أ ّن "ال ّخطامُم شبه ال ّخجسٍب ُّت هي حصئ ًُّا ججسٍب ُّ ٌت خلُل ُّ ٌت‪ً ،‬خ ّم فيها ضبغ بفض االإطادز ا ّلتي ته ّدد ال ّطدق ال ّدازل ّي‪،‬‬ ‫(واللِىُعلاوو ّليهاو‪.‬واخلوُح ّشظثسخٍئفّسُّنيدااملنإ‪،‬هجرم‪5‬ه‪3‬ىاـ‪3‬لاّخ‪:1‬ثطال‪1‬ام‪،ً)ُ1‬خم ّفمفيالاهلخدلخاجالّؤماهااث؛ا ّزلفختُغيااجلز ًباجـُدمىافتيجهايـىضشنفىامئىبُ ًًتتجهمبجي ًّمرًةفافظ ٍيلثّاجىكبافيئارلم ٍت‪،‬طضبم ٍفثغال‪:‬جلأجوشسٌٍفب ّاٍايلإبجخااٍ ّىلم"ط‪ّ.‬طفغ؛ى جفماثل ّلدزاـ ُّطىُّتت‪.‬‬ ‫ال ّدزاطت وهي ملظمت ئلى زلار مجمىـا ٍث ُظ ّبم ـليها حمُ ًفا الازخباز ال ّخدطُل ّي‪ ،‬كبل ئحساء االإفالجت االإخم ّثلت في "ال ّخف ّلم‬ ‫اللائم ـلبىفاالإدشذلىلًا‪،‬ثج" ّم؛حبفهُيدنفئخضدبيغاالاإلفجمسوىـقاال َثل ْبِـل َُّ ِشتىامئا ًُّابيمنجممجىمـ ًىتـجاجثسٍابلُّّخ ًتجأسبولت‪.‬ى‪ُ ،‬ج َد َّز ُض "بال ّخف ّلم اللائم ـلى االإشىلاث"‪،‬‬ ‫وحفُين مجمىـت زاه ُّت جمثل االإجمىـ ًت الخجسٍب ُّ ًت الثاهُ ًت‪ ،‬وُج َد َّز ُض "بال ّخف ّلم اللائم ـلى االإشىلاث مق اطخسدام البرمج ُّت‬ ‫ال ّخفلُم ُّت"‪ ،‬وهرلً االإجمىـت ال ّثالثت مجمىـ ًت ضابع ًت ُج َد َّز ُض بال ّعسٍلت "االإفخادة"‪ ،‬وبفد اهتهاء ال ّخجسبت‪ًُ ،‬ع َّبم ازخبا ٌز‬

Results

Conclusion