Problem-based learning

Engaging students in acquisition of mathematical competency

Rohani Ahmad Tarmizi, Mohd Ariff Ahmad Tarmizi, Nur Izzati Lojinin, Mohd Zin Mokhtar

Research output: Contribution to journalConference article

4 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)4683-4688
Number of pages6
JournalProcedia - Social and Behavioral Sciences
Volume2
Issue number2
DOIs
Publication statusPublished - 13 Oct 2010
Event2nd World Conference on Educational Sciences, WCES-2010 - Istanbul, Turkey
Duration: 04 Feb 201008 Feb 2010

Fingerprint

Problem-Based Learning
Students
Mathematics
learning
student
mathematics
Communication
Learning
Group
Control Groups
Teaching
communication skills
Efficiency
performance
instruction
Research
efficiency
communication

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Psychology(all)

Cite this

Tarmizi, Rohani Ahmad ; Tarmizi, Mohd Ariff Ahmad ; Lojinin, Nur Izzati ; Mokhtar, Mohd Zin. / Problem-based learning : Engaging students in acquisition of mathematical competency. In: Procedia - Social and Behavioral Sciences. 2010 ; Vol. 2, No. 2. pp. 4683-4688.
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Problem-based learning : Engaging students in acquisition of mathematical competency. / Tarmizi, Rohani Ahmad; Tarmizi, Mohd Ariff Ahmad; Lojinin, Nur Izzati; Mokhtar, Mohd Zin.

In: Procedia - Social and Behavioral Sciences, Vol. 2, No. 2, 13.10.2010, p. 4683-4688.

Research output: Contribution to journalConference article

TY - JOUR

T1 - Problem-based learning

T2 - Engaging students in acquisition of mathematical competency

AU - Tarmizi, Rohani Ahmad

AU - Tarmizi, Mohd Ariff Ahmad

AU - Lojinin, Nur Izzati

AU - Mokhtar, Mohd Zin

PY - 2010/10/13

Y1 - 2010/10/13

N2 - 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.

AB - 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.

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