Project-Based Learning: Effects on Problem Solving Skills, Critical Thinking Skills and Attitude Toward MAthematics

Abstract

INTRODUCTION

This study aims to look into the effects of project-based learning (PBL) on the following variables: problem-solving skills, critical thinking and attitude towards mathematics.

METHODS

The Pretest-Posttest Control Group experimental research design was used in this study with 30 STEM students as subjects. Fifteen students were assigned as experimental group and fifteen students were assigned as control group. The two groups were given pretest and posttest but only one group was taught using project-based learning. The T-test dependent and independent samples was used to determine the significant differences between the two groups. Perceptions of the students regarding PBL were likewise noted. PBL Action Plan was prepared to set the direction of students' activities.

RESULTS

The post-test mean scores of both groups were higher compared with their pre-test mean scores. However, results of the t-test showed that the control group's differences in the pre-test and post-test mean scores are significant only in two variables: problem-solving skills and attitude toward mathematics. While the results of t-test analysis of the pre-test and post-test mean scores of the experimental group are significant in all three variables: problem-solving skills, critical thinking skills and attitude toward mathematics. When the post-test mean scores of both groups in the 3 variables were compared, the computed t-values indicated no significant differences between the mean scores of the control group and the experimental group.

DISCUSSIONS

The significant difference in the pre-test and post-test scores in the critical thinking test of the experimental group is indicative of the effectiveness of PBL in enhancing the critical thinking skills of students. Although the differences in the post-test mean scores of control group were not significant in comparison with the post-test mean scores of the experimental group, the positive effect on motivation of the students in the experimental group was noteworthy. Their perceptions of PBL were reflected in their journal, they asserted that they learned things beyond math lessons. Overall, the experimental group enjoyed the experience they had with PBL as they claimed in their journals.