Problem-Based Learning (PBL): A Heuristic Approach towards the Mathematical Achievement of Grade 8 Students in Solving Word Problems Involving Rational Algebraic Expressions

Abstract

This experimental design study primarily focused on the utilization of Problem-based Learning (PBL) on the mathematical achievement of grade eight (8) students in solving word problems involving Rational Algebraic Expressions. The respondents were currently enrolled at Florentino Torres High School for the school year 2017-2018. Two sections from the Grade 8 level have been equated academically using their 1st quarter grades. The two groups, which were classified,are the Non-PBL group, who were exposed to traditional approach, and the PBL group, those exposed to problem-based learning approach. Both were given a 40-item pretest. The students in PBL group have undergone small-group tutorial meetings composed of 4-5 students inside the classroom in the application of the lesson plan using the PBL’s seven-step approach (Camp etal., 2014). The following steps are: (1) Clarifying unfamiliar terms, (2) Problem definition, (3) Brainstorming, (4) Analyzing the problem, (5) Formulating learning goals, (6) Self-study and lastly; (7) Reporting. There are student’s roles throughout the session which include the chair, the scribe and the tutor. Both groups were given a 40-item post-test after instructing them the whole chapter using different approaches. The data were analyzed using statistical methods such as Weighted Mean, Standard Deviation, Paired-sample T-test, Independent T-test and Mean Learning Gains. Upon completion of the study, the researcher discovered the following: 1) There was no significant difference between the two groups as they were academically equated with each other; 2) Both the PBL and non-PBL group have a good performance level as revealed by their pre-test mean scores of 21.52 and 21.93, respectively; 3) The posttest performance of both groups hit a very good mark as supported by the mean scores of 32.83 and 29.02 correspondingly. However, the PBL group performed better than its counterpart. 4) Though, there was no significant difference in the pretest performance of the two groups there is a significant difference that existed in the posttest performance of two groups, between the pretest and posttest performance of the non-PBL group, and the pretest and posttest performance of the PBL group; 5) By comparison, the mean learning gains of PBL group is 19.20% higher than its counterpart; and 6) there was a significant difference that existed between the mean learning gains of the two groups.It can be derived from the study that: 1) The employment of the two approaches are both effective in raising the performance level of students; and 2) The utilization of problem based learning (PBL) in the lessons is more effective than teaching in a traditional way. The study recommends the following: 1) Teachers who are advocates of the Non-PBL approach may try discussing the problems comprehensively using Polya’s four-step problem solving technique for the students to cope with the necessary skills needed to come up with a correct answer as this is deemed helpful in improving the students’ performance; 2) Teachers should give PBL a try as this approach has been proven effective throughout the conduct of the study; 3) For the utilization of PBL to be more effective, trainings should be set for teachers as these will further expound the use and process of integrating PBL in different subject areas; and 4) Future research can be done with regards to the use of PBL, as it is a promising avenue for the further growth and development of both the teachers and the students.