| Summary: | The study investigated the effectiveness of Problem-based learning (PBL) in the Further Mathematics classrooms in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. The target population consisted of all Further Mathematics students in the Senior Secondary School year one in Ijebu division of Ogun State, Nigeria. Using purposive and simple random sampling techniques, two schools were selected from eight schools that were taking Further Mathematics. One school was randomly assigned as the experimental while the other as the control school. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught by the researcher with the PBL and 54 in the control group taught by the regular Further Mathematics teacher using the Traditional Method (TM)). Four research questions and four research hypotheses were raised, answered, and tested in the study. Four research instruments namely pre-test manipulated at two levels: Researcher-Designed Test (RDT) (r = 0.87) and Teacher- Made Test (TMT) (r = 0.88); post-test manipulated at two levels: RDT and TMT; pre-treatment survey of Students Beliefs about Further Mathematics Questionnaire (SBFMQ) (r = 0.86); and post-treatment survey of SBFMQ were developed for the study. The study lasted thirteen weeks (three weeks for pilot study and ten weeks for main study) and data collected were analysed using Mean, Standard deviation, Independent Samples t-test statistic, and Analysis of Variance. Results showed that there were statistically significant differences in the mean post-test achievement scores on TMT (t=-3.58, p<0.05), mean post-test achievement scores on RDT (t=-5.92, p<0.05) and mean post-treatment scores on SBFMQ (t=-6.22, p<0.05) between students exposed to the PBL and those exposed to the TM, all in favour of the PBL group. Results also revealed that there was statistically significant difference in the post-test achievement scores on TMT at knowledge (t= -23.97, p<0.05) and application (t= -11.41, p<0.05) but not at comprehension (t= -0.50, p>0.05, ns) levels of cognition between students exposed to the PBL and the TM.
Based on the results, the study recommended that the PBL should be adopted as alternative instructional strategy to the TM in enhancing meaningful learning in Further Mathematics classrooms and efforts should be made to integrate the philosophy of PBL into the pre-service teachers’ curriculum at the teacher-preparation institutions in Nigeria. === Science and Technology Education === D. Phil. (Mathematics, Science and Technology Education)
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