Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia

Problem Based Learning (PBL) is an engaging instructional strategy in which students are given ‘triggers’ or realistic, simulated problems that are puzzling, vague or ambiguous before they experience any instruction in a specific content area. Previous research had discovered that students are train...

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Main Author:	Abdullah, Nur Izzati Lojinin
Format:	Thesis
Language:	English English
Published:	2009
Subjects:	Mathematical analysis Learning
Online Access:	http://psasir.upm.edu.my/id/eprint/5423/1/IPM_2009_1a.pdf
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id	my-upm-ir.5423
record_format	uketd_dc
spelling	my-upm-ir.54232013-05-27T07:22:43Z Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia 2009 Abdullah, Nur Izzati Lojinin Problem Based Learning (PBL) is an engaging instructional strategy in which students are given ‘triggers’ or realistic, simulated problems that are puzzling, vague or ambiguous before they experience any instruction in a specific content area. 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 PBL. A quasi experimental study with non-equivalent control group posttest only design was conducted to investigate the effects of PBL on Form Four Malaysian students’ mathematics performance and instructional efficiency. The experiment was carried out for six weeks involving 53 Form Four students randomly selected from the district of Port Dickson. The experimental group (n=29) were exposed to the to the PBL instruction whereas the control group (n=24) were taught conventionally. There were five instruments used in this study namely, a posttest, Paas Mental Effort Rating Scale, learning assessments during the acquisition phase, a questionnaire on perception towards group work, interest in mathematics and perception towards mathematics learning experience and a rubric evaluating students’ effective use of Polya’s problem solving procedures, mathematical communication and teamwork. The results indicated that there was no significance difference in the mean scores of the overall mathematics performance (F =1.46, p > .05) between the PBL group (M=67.38, SD=19.75) and the CT group (M=60.58, SD=17.90). On the other hand, there was a significance difference in mean mental effort per test problem for the PBL group (M=5.02, SD=1.60), and the CT group (M=3.90, SD=1.38; t (51) =2.70, p < .05). An independent sample t-test conducted on the mean relative condition efficiency index showed that there was no significant difference (t (51) = -1.70, p < .05) between the PBL group (M= - 0.26, SD=1.26) and the CT group (M = 0.32, SD=1.22). The findings of the study showed that the PBL group used the Polya’s problem solving procedures more effectively, displayed better mathematical communication skills and showed stronger teamwork compared to the CT group. However, minimal differential effect on mathematics performance and instructional efficiency was obtained between the PBL and CT group. Hence, this indicated that the efficacy of PBL has yet to be explored in enhancing mathematical performance and to develop problem solving skills, critical thinking and communication skills among learners. Overall, the PBL instructional strategy has promising implications in teaching and learning of Form Four mathematics specifically in enhancing thinking and communication skills among learners in order to develop critical, creative and competent human capital with first-class mentality who are able to face and overcome the challenges of globalisation in Malaysia. Mathematical analysis Learning 2009 Thesis http://psasir.upm.edu.my/id/eprint/5423/ http://psasir.upm.edu.my/id/eprint/5423/1/IPM_2009_1a.pdf application/pdf en public masters Universiti Putra Malaysia Mathematical analysis Learning Institute Mathematical Research English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	Mathematical analysis Learning
spellingShingle	Mathematical analysis Learning Abdullah, Nur Izzati Lojinin Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
description	Problem Based Learning (PBL) is an engaging instructional strategy in which students are given ‘triggers’ or realistic, simulated problems that are puzzling, vague or ambiguous before they experience any instruction in a specific content area. 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 PBL. A quasi experimental study with non-equivalent control group posttest only design was conducted to investigate the effects of PBL on Form Four Malaysian students’ mathematics performance and instructional efficiency. The experiment was carried out for six weeks involving 53 Form Four students randomly selected from the district of Port Dickson. The experimental group (n=29) were exposed to the to the PBL instruction whereas the control group (n=24) were taught conventionally. There were five instruments used in this study namely, a posttest, Paas Mental Effort Rating Scale, learning assessments during the acquisition phase, a questionnaire on perception towards group work, interest in mathematics and perception towards mathematics learning experience and a rubric evaluating students’ effective use of Polya’s problem solving procedures, mathematical communication and teamwork. The results indicated that there was no significance difference in the mean scores of the overall mathematics performance (F =1.46, p > .05) between the PBL group (M=67.38, SD=19.75) and the CT group (M=60.58, SD=17.90). On the other hand, there was a significance difference in mean mental effort per test problem for the PBL group (M=5.02, SD=1.60), and the CT group (M=3.90, SD=1.38; t (51) =2.70, p < .05). An independent sample t-test conducted on the mean relative condition efficiency index showed that there was no significant difference (t (51) = -1.70, p < .05) between the PBL group (M= - 0.26, SD=1.26) and the CT group (M = 0.32, SD=1.22). The findings of the study showed that the PBL group used the Polya’s problem solving procedures more effectively, displayed better mathematical communication skills and showed stronger teamwork compared to the CT group. However, minimal differential effect on mathematics performance and instructional efficiency was obtained between the PBL and CT group. Hence, this indicated that the efficacy of PBL has yet to be explored in enhancing mathematical performance and to develop problem solving skills, critical thinking and communication skills among learners. Overall, the PBL instructional strategy has promising implications in teaching and learning of Form Four mathematics specifically in enhancing thinking and communication skills among learners in order to develop critical, creative and competent human capital with first-class mentality who are able to face and overcome the challenges of globalisation in Malaysia.
format	Thesis
qualification_level	Master's degree
author	Abdullah, Nur Izzati Lojinin
author_facet	Abdullah, Nur Izzati Lojinin
author_sort	Abdullah, Nur Izzati Lojinin
title	Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
title_short	Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
title_full	Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
title_fullStr	Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
title_full_unstemmed	Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia
title_sort	effects of problem based learning on mathematics performance, instructional efficiency and affective attributes in secondary schools, port dickson, malaysia
granting_institution	Universiti Putra Malaysia
granting_department	Institute Mathematical Research
publishDate	2009
url	http://psasir.upm.edu.my/id/eprint/5423/1/IPM_2009_1a.pdf
_version_	1747810421646032896

Effects of Problem Based Learning on Mathematics Performance, Instructional Efficiency and Affective Attributes In Secondary Schools, Port Dickson, Malaysia

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