Effect Of Problem-based Learning Approach Research Articles

Examining the Effect of Problem-Based Learning Approach on Learners` Mathematical Creativity: A Meta-Analysis

Problem-based learning (PBL) is linked to developing learners` creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.

Students’ performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom

In response to global demands, Uganda’s Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students’ performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study’s data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students’ attitudes toward these learner-centered approaches.

Effect of Problem-based Learning Approach on Achievement in Science among IX Graders

The present study is an attempt to find the effect of Problem-based learning on Achievement of science among ninth-grade students. The sample of 200 students for the study is selected from the ninth-class students of Government senior secondary schools of Gurdaspur, Punjab, India. For the study experimental method of research is used. A self-constructed and standardized Achievement test of science was used to collect the data. The study revealed that there is significant difference in the achievement in science of experimental and control groups. Achievement in Science of experimental groups (mean=20.68) is significantly better than that of control group (mean=11.73).

Effect of problem-based learning approach on students’ achievement in trigonometry

This study investigated the effect of the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills.

The Effect of Problem-Based Learning Approach on Nursing Students' Communication Skills

The Effect of Problem-Based Learning Approach on Nursing Students' Communication Skills

Effectiveness of problem-based learning approach for teaching-learning biostatistics among medical students.

BACKGROUND:Lecturing (didactic) has been the key teaching-learning method for a long time. As per competency-based medical education, an Indian medical graduate should be competent in recommended skills. In the subject of Community Medicine of medical undergraduation, “Biostatistics” is one of the components of the curriculum. Often the students find the statistics challenging to understand and thus neglect it or prefer rote learning. In the recent era, many newer teaching-learning modalities have come up, namely problem-based learning (PBL), small group teaching, community-based learning, etc. The objective was to compare the utility and effectiveness of PBL versus traditional teaching techniques (didactic) for Biostatistics.MATERIALS AND METHODS:The study was conducted in the department of Community Medicine, Government Medical College, Azamgarh (Uttar Pradesh) from March to November 2019. A total of 96 medical students of the final year were randomly divided into two groups. 'Group A' underwent didactic lecturing whereas “Group B” had problem-based learning for identified topics in Biostatistics. The teaching material and instructors were the same for both groups. Two weeks after completion of sessions, students' assessment was carried out for both groups.RESULTS:The study demonstrated that the PBL method was a more effective way of teaching-learning statistics compared to didactic lecturing. A significant difference (P < 0.05) was observed between the mean examination score of Group A (traditional teaching technique) and Group B (PBL). Group B had higher scores than group A in all assessment heads (Objective, Descriptive, and Viva-voce). PBL was perceived to be a student-centric Teaching-learning method promoting analytical skills, critical thinking & overall self-directed learning.CONCLUSION:PBL teaching method was found to be effective in improving the students' performance in Statistics in comparison to didactic lecturing.

Effect of Problem-Based Learning Approach on Students’ Academic Performance in Senior Secondary Mathematics

Conventional teaching method alone cannot enhance the mathematical creativity and thinking skills needed in the 21st Century. Therefore, modern teaching methods are needed to facilitate students’ problem-solving skills. This study examined the effect of the problem-based learning (PBL) approach on students’ academic performance in senior secondary Mathematics. The pretest-posttest control, quasi-experimental design, was adopted in the study. An intact class of Senior Secondary School (II) Mathematics students (108) from two randomly Selected Senior Secondary schools in Akinyele Local Government Area, Oyo State, Nigeria, were used selected. Four null hypotheses were formulated and tested using Analysis of Covariance at the alpha level of 0.05. Results revealed that problem-based learning approach enhanced students’ academic performance in Mathematics (F1, 108= 7.130; p = (.009) &lt; .05). It also revealed that gender has no main effect on the academic performance of students (F1, 108= .051; p = (.821) &gt; .05). In addition, there was no significant interaction effect of PBL and gender on students’ academic performance in Mathematics (F1, 108= .000; p = (.985) &gt; .05), and; there is a significant main effect of PBL on the quantitative ability of students (F1, 108= 6.756; p = (.010) &lt; .05). It was recommended that stakeholders in education and the government need to train and retrain teachers on adopting the PBL approach in Mathematics classrooms to enhance students’ academic performance.

Problem-based learning and ethnomathematics on mathematical understanding

Mathematical understanding is very important aspect for students in elementary school. However, the mathematical understanding is still low. Innovative learning mathematics is chosen as a solution to improve mathematical understanding by using problem-based learning and ethnomathematics. The purpose of this research is to know how the effect of problem-based learning approach with ethnomathematics on mathematical understanding. The method used in this research was Four-D models which consists of: Defining, Designing, Developing, and Disseminating. The subjects of this research consisted of 83 students from fourth grade elementary school. The selected samples of research will be divided into experimental class and control class. The instruments used were the mathematical understanding test, and student response questionnaire. The result of the research showed problem-based learning and ethnomathematics have a positive effect on mathematical understanding. Problem-based learning and ethnomathematics is better than conventional learning to improve mathematical understanding. The new finding in this research from the questionnaire result was students prefer modern culture rather than local culture.

PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP

Problem-solving ability is the ability to solve non-routine problems related to everyday life. Problem-solving learning more focuses on processes and strategies. So the process skills and strategies for solving a problem become the essential capability that must be owned in mathematics learning. The purpose of this study is to know the effect of problem-based learning approach to the problem-solving ability of junior high school students. The research method used in this research is the experimental method. The population taken in this research is all of VII grade student SMP Negeri 2 Cimahi. As a sample, the researcher took a random class, where grade VII-1 with the number of 34 students was used as the experimental class and class VII-2 with the total of 34 students used as control class. The instrument used in this research that is in the form of problem description of problem-solving ability mathematics consists of 5 item. The results of this study indicate that the problem-solving ability of the mathematical group of students whose learning using problem-based learning approaches better than the group of students whose learning using ordinary learning.

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

The effect of problem-based learning approach on academic success and motivation in science education

The aim of this study is to investigate the effect of problem-based learning approach of "Matter and Heat" unit taking place in science and technology course involved in the curriculum of the 6th grade on the students' academic success and motivation towards science and technology course. The research was designed and implemented according to "pretest-posttest control group" experimental model. 6-A class (N=16) attending Büyükkarakarlı Primary School, Hayrabolu county, Tekirdağ was determined as the experimental group intentionally biased by the researcher in the second semester of 2009-2010 academic year. 6-A class (N=20) attending Hüseyin Korkmaz Primary School, Hayrabolu county, Tekirdağ was determined randomly among three sections of the 6th class as the control group. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. While implementing problem-based learning approach for the experimental group, problem scenarios developed by the researcher were used. "Academic Achievement Test" and "Science and Technology Course Motivation Scale" were used as the data collection tools. By means of data analysis, it is found out that problem-based learning approach is more effective than traditional method in terms of developing academic success on science and technology course and motivation towards this course.

A LESSON PRESENTATION EXAMPLE FOR PROBLEM BASED LEARNING APPROACH IN VISUAL ART EDUCATION LESSON

Problem-based learning model is a model supporting experiential learning and creativity, in this article, this educational model has been questioned on the availability of the arts in education lessons. For this purpose, it is aimed to find answers to following questions. What is problem-based learning approach? What are the main features of groblem-based learning process? How should be organized problem-based learning process in primary school in terms of art education? What is the effect of problem-based learning approach in art education? While searching for the answers to these questions, it is seen as applicable by selecting contemporary art subject and applied for elemantary school students by using problem-based education. Keywords: Problem based learning, visual art education

Effectiveness of Problem-Based Learning Approach to the Students' Problem Solving Performance

The Philippines' ranking in Trends in International Mathematics and Science Survey (TIMSS) is indicative of how mathematics is taught in the classrooms. This descriptive research determined the performance of 12 BSMT and 17 BSMarE freshmen students in solving general mathematics problems. They were preselected cadets who enrolled in a Maritime School in the Philippines first semester school year 2009-2010. Two sets of test instruments of similar context and style were used as pretest and posttest. The selected problems included routine or nonroutine and multistep problem and within the context and level of the students. Result shows a significant improvement in the performance of both BSMT and BSMarE students and as a whole at 0.05 alpha. Further, students developed various heuristics which includes Guess and Test, Working Backwards, Act it Out, Use of Diagram, Use of Algebra, Direct Counting, and Systematic List. Significant performance of students in the posttest is an indicator of the effectiveness of the problem-based learning (PBL) approach. Exposing them to various routine and non-routine problems enable students to apply mathematical concepts and understanding into real life problem situations. This makes mathematics more relevant which enhanced students’ interest and level of performance in mathematics.

Effects of Problem-based Learning Approach on Cognitive Variables of University Students

This study aimed to investigate the effectiveness of PBL approach on cognitive variables among postgraduate students who were taking Educational Statistic course. Two groups of students namely; PBL group and conventional instruction (CI) group were investigated on overall performance, conceptual knowledge, procedural knowledge, mental load, number of errors and instructional efficiency. Comparison of overall performance and procedural knowledge of PBL and CI group’ students indicated a significant difference between these two groups (t[46]= -2.143, p<0.05), (t [46]= -2.091, p<0.05). In addition, there is significant difference between these two groups on mental load during learning process (t [46] = -3.283, p<0.05).

Effects of Problem-based Learning Approach in Learning of Statistics among University Students

Current Mathematics Curriculum concerns are focused on students’ needs to think mathematically rather than just mathematical computation. Students should be able to develop more complex, abstract, and powerful mathematical structures. This can dramatically enable them to solve a broad variety of meaningful problems. Furthermore, students ought to become autonomous and self-motivated in their mathematical activities such as acquiring mathematical concepts, skills and problem solving; meta-cognitively aware of their mathematical thinking; highly motivated in mathematics learning and develop positive attitudes towards mathematical task. To achieve this learning goal, an investigation into efficient learning mode, the problem-based learning (PBL) was undertaken. PBL has been successfully applied in medical, engineering, economics, and accounting field but lack of evidence in mathematics field. This study examined possible outcomes of PBL among postgraduate students who were taking Educational Statistic course. Three statistic tests were employed to assess the students’ performance in statistic learning. The Meta-cognitive Awareness Inventory (MAI), which comprises of 52 items was used to assess the students’ meta-cognitive strategy in solving Educational Statistics problems. Students’ motivation towards the PBL learning was measured by Keller's Motivational Design Questionnaire with 36 items. Comparison of students’ performance based on three tests showed that there is significant diffrence between mean performance (F [2,28]=5.571, p<0.05). In addition, results indicated that there is significant positive effects on students meta-cognitive awareness (t [30]=3.358, p<0.05) and on students motivation level (t [30]=2.484, p<0.05) after undergoing PBL intervention.