The effect of problem based teaching and learning on the achievement of high school mathematics learners

• Main Author: Weldeana, Hailu Nigus
• Other Authors: Swanepoel, C.H.
• Format: Others
• Language: en
• Published: 2009
• Subjects: Authentic assessment; Cooperative learning; Curriculum; Discovery; Mathematical achievement; Mathematical performance; Meta-cognition/Self-regulation; Problem solving; 510.712; Mathematics > Study and teaching (Secondary)
• Online Access: http://hdl.handle.net/10500/2894

This research project, which was modeled on the constructivist theory of acquiring knowledge, and on recent recommendations regarding classroom instruction, investigated the impact of problem-based teaching and learning (PBTL) on the performance of high school mathematics learners. The effect of an intervention programme on an experimental group of students was compared with a control group by assessing their mathematical knowledge and skills; their procedural proficiency and conceptual development on varied mathematical contents; their skills in managing and controlling learning; and their views towards their learning programmes. The results obtained indicated that the experimental group indicated a higher conceptual understanding, an improved use of procedures, a higher level of managing and controlling learning, and positive views towards the programme and interest in the fundamentals of learning mathematics. An analysis of the data obtained by the on-progress instruments employed for the experimental group also indicated improved quality of participation and reflective thinking practices. === Educational Studies === M. Ed. (With specialisation in Mathematics Education)