Problem-based learning approach in developing mathematical skills

Jerlyn B. Arbo & Delon A. Ching

Volume 2 Issue 1, March 2022

Abstract

Many students perceive mathematics as an abstract because it involves development of problem-solving skills. This study employed problem-based learning (PBL) approach to make simple strategies in the teaching and learning process. This study used descriptive-correlational research method. For the school year 2020-2021, 40 Grade 9 students from Calamba City Science High School took the validated adapted-modified three-item examination and answered a researcher-made survey questionnaire. The results showed no significant relationship between respondents' perceptions of problem-based learning in terms of authentic problem, collaboration, developing expertise, and authentic assessment, and their problem-solving performance in terms of conceptualizing the problem, devising a strategy, implementing the strategy, and reflecting on the solution. The study affirms that the teacher's expertise in implementing the PBL approach is critical. Further results imply that the learning abilities and techniques of the students have significant impact to the teaching-learning process.

Keywords

Author information & Contribution

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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Cite this article:

Arbo, J.B. & Ching, D.A. (2022). Problem-based learning approach in developing mathematical skills. International Journal of Science, Technology, Engineering and Mathematics, 2(1), 26 - 47. https://doi.org/10.53378/352873