Problem-Based Learning (Pbl) Approach on the Mathematics Achievement of Grade 11 Senior High School Students of Calamba Integrated School

Abstract

INTRODUCTION

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) approach on the mathematics achievement of selected Grade 11 Senior High School students of Calamba Integrated School during the SY 2017 -2018.

METHODS

A descriptive and quasi-experimental design was used in the study. Two groups of students from the Grade 11 ABM track were selected through quota and had been the respondents of the study. One section was assigned to the treatment group while the other section was assigned to the comparison group. Data were analyzed by means of descriptive statistics namely: frequency counting, percentage and to test the significant difference in the mathematics achievement between the two groups of respondents the Mann -Whitney Test for two independent sample means was used.

RESULTS

It was found out that the treatment group being taught using the Problem-Based Learning (PBL) approach performed significantly higher than the comparison group. The effectiveness of using Problem-Based Learning (PBL) paved the way to explore the inert behavior of the treatment group in all learning activities including the achievement in mathematics.

DISCUSSIONS

The significant difference in the mean scores of the treatment group in the pre-test and post-test showed that the Problem-Based Learning (PBL) approach is effective and must be observed in teaching mathematics. To further enhance students' comprehension of concepts in mathematics, the researcher recommends using PBL in teaching mathematics. PBL can be presented to students as real-life situations simulated through problem-solving activities in Mathematics.