Comparison of the Learning Effectiveness of Problem-Based Learning (PBL) and Conventional Method of Teaching Algebra.

Abstract

This study was undertaken to find out the effect of Problem-Based Learning (PBL) approach on senior secondary school students’ achievement in algebra. The design of the study was quasi-experimental pre test – post test control group. Four hundred and forty seven senior secondary one (SS I) students of six grant-aided and government schools sampled using multistage sampling were involved in the study. Two hundred and eleven students were assigned to the experimental group while two hundred and thirty six students were assigned to the control group. Students’ Algebra Achievement Test (SAAT) constructed by the researchers was the main instrument used for data collection. Four hypotheses were raised for the study and tested using Analysis of Covariance (ANCOVA) at .05 level of significance. Findings of the study showed that students taught using PBL achieved significantly higher in the post test than those taught algebra using conventional method. The interaction effects on achievement due to methods and gender was not significant (at . The study proved the efficacy of PBL. The strategy is therefore recommended for use by mathematics teachers to enhance students’ achievement.

Key words: Problem-based learning, achievement, algebra, gender.