Problem-Based Learning on Improving the Problem-Solving Skill, Attitude, and Study Habit in Mathematics

Abstract

Mathematics is a fundamental subject in education, and proficiency in mathematical problem-solving is a key competency for success in various academic and professional domains. To foster this competency, educators have employed various teaching methodologies, one of which is problem-based learning (PBL). This study employed a quasi-experimental design to analyze the effects of PBL on improving the problem-solving skills, attitudes, and study habits in mathematics among Grade 6 pupils. Prior to PBL implementation, the pupils had low problem-solving skills in terms of mean percentage score. The pupils in both the control and experimental groups have a positive attitude towards mathematics. The level of problem-solving skills of the experimental group increased as well as the control group. However, as shown in the results, the mean scores of the experimental group were higher than those of the control group. Meanwhile, the pre-survey and post-survey on study habits have the same verbal interpretation, suggesting that PBL improved the study habits in mathematics among Grade 6 pupils. Results revealed that PBL is a valuable approach for enhancing problem-solving skills, attitudes towards mathematics, and study habits. By employing the principles of PBL effectively, educators can optimize its benefits and create a conducive learning environment that nurtures critical thinking and academic success in mathematics.