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

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

doi:10.13189/ujer.2020.080801

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Therefore, MPCK consists of instructional learning strategies that are enacted by educators so mathematics concepts appeal to the unique learning natures of various students activating PBL. Also, MPCK focuses on the learning impediments (students' misunderstandings and misinterpretations) imposed on mathematics students and how educators can facilitate effective tutoring of the content (Ramli et al, 2020).…”

Section: Research Questionsmentioning

confidence: 99%

“…Mathematics educators know what learning challenges different students experience according to their various learning barriers; will favour these students in their lesson demonstration, to ensure students gainfully acquire the theoretical content (Lee et al, 2018). Therefore, PBL is an effective learning strategy that can influence students' mathematics learning in Grade 12 (Ramli et al, 2020). South Africa's (Grade 12) mathematics students' performance is poor (Oosthuizen, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Educators' Mathematics Pedagogical Content Knowledge on The Mentoring of Grade 12 Students Using Problem-Based Learning

Bhagwonparsadh,

Pule

2024

JCVE

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This study investigated the effects of educators' mathematics pedagogical content knowledge on the mentoring of Grade 12 students using problem-based learning in two selected secondary schools in the Amajuba district in KwaZulu-Natal. The study collected qualitative data from four participating mathematics educators through the semi-structured interview questions that were presented to them. The data were analysed thematically according to the various sub-structures within Shulman’s theoretical framework. The investigation suggests that educators who are well versed in mathematics pedagogical content knowledge, are masters of Grade 12 mathematics content, which enables them to use various teaching methodologies to design and implement lessons to successfully overcome students' difficulties. To achieve this, educators need additional information, like the curriculum's scope, educational objectives, and adequate teaching resources. Furthermore, the participants contend that mastery of content and delivery entails knowing the curriculum and their students' various age-appropriate learning difficulties; for effective lesson delivery. Moreover, the learning of mathematics needs to be student-centred, with an emphasis on group work, for the mutual and collaborative building of new knowledge on existing knowledge, under the educator’s guidance. The study's findings also showed that Grade 12 Mathematics content is abstract therefore, subject educators should facilitate learning through a more concretised approach using realistic scenarios that appeal to the cognitive structures of individual students. Based on the findings, the study suggests that problem-based learning is the preferred instructional approach to teaching and learning Grade 12 mathematics and educators require development in their professional and content capacity in the use thereof.

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Section: Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effects of Educators' Mathematics Pedagogical Content Knowledge on The Mentoring of Grade 12 Students Using Problem-Based Learning

Bhagwonparsadh,

Pule

2024

JCVE

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Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

Khalaf¹,

Alshammari²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.</p>

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Analysis of Cognitive Process Dimensions by Problem-Based Learning on Globalization Theme

Ernawati¹,

Masyhud

Prastiti

2022

int.jour.sci.res.mana.

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Globalization brings changes to the behavior of human life. One of the benefits of globalization is that students are easy to get learning material. Students are easy to complete learning material for factual, conceptual, and procedural knowledge. The negative impact of globalization can cause changes in negative behavior of students. Problem-Based Learning is an innovative learning model. The purpose of the study was to analyze Problem-Based Learning as its impact on cognitive processes dimensions. The research design is qualitative descriptive. The study was conducted on students of Madrasah Ibtidaiyah public school/ elementary schools with the theme of Globalization by applying Problem-Based Learning. The study involved as many as Madrasah Ibtidaiyah students. Dimensions of cognitive processes that are measured are the dimensions of knowledge (C1), the dimensions of understanding (C2), the dimensions of application (C3), the dimensions of analysis (C4), the dimensions of evaluation (C5), and the dimensions of creating (C6). Data analysis was performed by using method with statistical analysis t-test to see differences in trends of each dimension of the cognitive process under study and qualitative descriptive analysis through interviews and image analysis. The results showed that there were differences in each dimension of cognitive processes and there was a significant increase from the dimensions of low cognitive processes to medium and high cognitive processes in the application of Problem-Based Learning.

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

Cited by 3 publications

References 9 publications

The Effects of Educators' Mathematics Pedagogical Content Knowledge on The Mentoring of Grade 12 Students Using Problem-Based Learning

The Effects of Educators' Mathematics Pedagogical Content Knowledge on The Mentoring of Grade 12 Students Using Problem-Based Learning

Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

Analysis of Cognitive Process Dimensions by Problem-Based Learning on Globalization Theme

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