Enhancing Upper Secondary Learners’ Problem-solving Abilities using Problem-based Learning in Mathematics

Abstract

Developing problem-solving abilities is a major objective of learning mathematics at school. However, learners’ problem-solving abilities are still critical. The main purpose of this study was to investigate how the problem-based learning model could enhance learners’ problem-solving abilities in mathematics. The study used quasi-experimental research with one group pre-test-post-test design. The population in this study consisted of fifty-four grade eleven learners (aged between 16 to 19 years old) from one school in Kayonza District in Rwanda. Data were collected using mathematical problem-solving tests and interviews and were analysed using paired t-tests for dependent sample means and descriptive analysis. The study results indicate that problem-based learning potentially impacts learners’ problem-solving abilities. It is shown from learners’ work in problem-solving that all indicators of problem-solving abilities, namely understanding the problem, planning ways to approach the problem, monitoring the progress while tackling the problem and reviewing the solution process, emerged as being fairly well improved. In addition, based on the interview results from some learners and their teachers, they like the PBL model because embedded tasks helped them to apply the knowledge that can improve their reasoning, creativity and thinking capability. The study recommends that schools encourage teachers to adopt PBL for enhancing learners’ problem-solving abilities. Additionally, researchers are urged to use findings from this study as a reference for further research. Furthermore, researchers could conduct similar research on a large scale using different methodologies.

Effect of problem-based learning on students’ problem-solving ability to learn physics

“…Thus, few students attained the low, average, or high achievers category. A study on the mathematics problem-solving approach concluded that PBL impacts learners' problemsolving ability [15] regarding understanding the problem, planning ways to approach the problem, monitoring the progress, and reviewing the solution process. Our study did not envisage such procedures, which may be why students did not get above-average scores (>50%).…”

“…The lack of skills teachers might have caused this to train their students to solve problems systematically. Therefore, Ugandan teachers need to be trained in indicators (understanding the problem, planning the solution strategy, implementing the plan, and interpreting or checking the solution obtained [15]) of problem-solving approaches. Furthermore, students must be settled into useful and systematic tasks [16] and interactive activities [17].…”

Boosting learning achievement in physics among Ugandan form-2 students: effect of problem-based learning

“…Problem-based learning (PBL) is a method of instruction that challenges learners to learn by solving real-world problems. This approach promotes learning involvement in which problems are used to encourage learners to actively engage in the learning process rather than relying on information provided by the teacher [1][2][3]. PBL is a student-centred approach to improving low achievement in classrooms, where the teacher acts as a facilitator.…”

“…PBL helps learners understand physics concepts and lets them know how things in the world work and why they happen the way they do [8]. Many reforms are geared to enable teachers to move from rote learning to active learning, where learners develop, research, and make reflections that encourage student thinking abilities [2,9]. Contrariwise, common teaching approaches such as teacher-centred or content-based methods only allow students to seek information from teachers to deliver to passive beneficiaries [10].…”

“…Students work in small groups to explore complex, open-ended problems, fostering independent thinking and critical problem-solving skills. Instructors take on a facilitator role, providing support, while assessment emphasizes problemsolving processes and collaboration [2]. Flipped classrooms reverse the traditional learning model by delivering instructional content outside class and dedicating in-class time to active learning activities [13].…”