Problem-based learning: Engaging students in acquisition of mathematical competency

Abstract

Previous research had discovered that students are trained to develop critical thinking, are adaptable to change, able to work independently, demonstrate effective communication skills and become continual learners through problem-based learning (PBL). A quasi experimental study was conducted to investigate the effects of PBL on mathematics performance, measure of instructional efficiency and perceived advantages or disadvantages of the approach. The experimental group was exposed to the PBL instruction whereas the control group was taught conventionally. The results indicated that there was no significant difference in the mean scores of the overall mathematics performance between the PBL group and the control group. On the other hand, there was a significant difference in mean mental effort between the two groups when given mathematics problem to solve. Overall, the PBL instructional strategy has promising implications in teaching and learning specifically in enhancing learning, thinking and communication among learners. © 2010 Elsevier Ltd. All rights reserved.