Exploring the Impact of Problem-Based Learning Approach on Students’ Performance in Solving Mathematical Problems under Circles (Geometry)

Abstract

This research work aimed to explore the impact of Problem-based Learning (PBL) approach of teaching mathematical problem solving in circles under geometry at Wiawso College of Education. The research design adopted for the study was action research and its main objective was to improve practices. The target population was level 100 students of the College and the population size was four hundred and nineteen (419) whilst the sample size was one hundred (100), comprising two (2) classes, which was selected based on purposive sampling. The instrument used for the study was tests. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies. The quantitative data was then analyzed using paired sample t-test, the means and their respective standard deviations, were calculated. The post-test mean scores of 21.40 (Standard deviation of 2.37) and 20.10 (Standard deviation of 2.85) is significantly higher than the pre-test mean scores of 7.40 (Standard deviation of 2.84) and 7.60 (Standard deviation of 3.53). The results of the study clearly showed that, there has been a remarkable improvement in the students’ performance in solving mathematical problem in circles under geometry, when they were taught using problem-based learning approach. A quiz was conducted six weeks after the post-test using the same test items to check students’ retention of the concept. The quiz mean scores of 21.90 (Standard deviation of 1.91) and 20.30 (Standard deviation of 2.58) is not significantly higher than the post-test mean scores of 21.40 (Standard deviation of 2.37) and 20.10 (Standard deviation of 2.85). The result showed that the students’ retention of the concept had been exceptionally good. The study recommended that teachers should be encouraged to employ problem-based learning approach in teaching geometry.