Effect of Problem-Based Learning Approach on Students’ Academic Performance in Senior Secondary Mathematics
DOI:
https://doi.org/10.37134/jsml.vol9.2.8.2021Keywords:
Problem-based learning (PBL), Students’ academic performance, Mathematics, Quantitative ability, GenderAbstract
Conventional teaching method alone cannot enhance the mathematical creativity and thinking skills needed in the 21st Century. Therefore, modern teaching methods are needed to facilitate students’ problem-solving skills. This study examined the effect of the problem-based learning (PBL) approach on students’ academic performance in senior secondary Mathematics. The pretest-posttest control, quasi-experimental design, was adopted in the study. An intact class of Senior Secondary School (II) Mathematics students (108) from two randomly Selected Senior Secondary schools in Akinyele Local Government Area, Oyo State, Nigeria, were used selected. Four null hypotheses were formulated and tested using Analysis of Covariance at the alpha level of 0.05. Results revealed that problem-based learning approach enhanced students’ academic performance in Mathematics (F1, 108= 7.130; p = (.009) < .05). It also revealed that gender has no main effect on the academic performance of students (F1, 108= .051; p = (.821) > .05). In addition, there was no significant interaction effect of PBL and gender on students’ academic performance in Mathematics (F1, 108= .000; p = (.985) > .05), and; there is a significant main effect of PBL on the quantitative ability of students (F1, 108= 6.756; p = (.010) < .05). It was recommended that stakeholders in education and the government need to train and retrain teachers on adopting the PBL approach in Mathematics classrooms to enhance students’ academic performance.
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