effect of problem-based learning on Junior High School learners’ Achievements and attitudes in solving linear equation word problems in one variable

Abstract

The study investigated the effects of Problem-Based Learning (PBL) on Junior High School learners‟ achievements and attitudes toward solving linear equation word problems in one variable. The study employed a quasi-experimental research design in which 100 learners in two Junior High School classes were randomly sampled and assigned to a control group (N=50) and an experimental group (N=50). Data were gathered using tests (pre-test and post-test), interview, and questionnaire which was analysed using descriptive and inferential statistics. The study revealed that many Junior High School learners perform poorly in solving linear equation word problems in one variable. This was established by the fact that fifty (50) learners of the control group who were engaged in the pre-test, thirty-seven (37) of them scored less than the pass mark of the total score of twenty-eight (28) and this represents 74% and out of fifty (50) learners of the experimental group who were also engaged in the pre-test, forty-six (46) of them scored less than the pass mark of the total score of twenty-eight (28) and this represents 92%. The study also revealed that Junior High School learners‟ difficulties in solving linear equation word problems in one variable were largely due to their inability to understand (comprehend) the problem, inability to devise a correct plan (write correct mathematical equation), inability to carry out their plans (solve the problem) and inability to check and state the correct solution (looking back). The study revealed that learners who are exposed to Problem-Based Learning developed more positive attitudes towards linear equation word problems than learners taught using the Traditional Method. The researcher resolved that PBL is a more effective teaching approach, which mathematics teachers need to incorporate into their teaching. The PBL approach is therefore recommended for use by mathematics teachers to enhance learners‟ achievement in solving mathematical problems. Finally, the study revealed that learners who are exposed to the Problem Based Learning approach of teaching develop positive attitude towards solving linear equation word-problems in one variable and also performed better in the post-test than the Traditional group. This suggests that PBL has a positive effect on learners‟ achievement in solving linear equation word problems in one variable as a teaching strategy.