Studying the Effect of Problem-Based Learning on Mathematics Achievement of Elementary Students

Abstract

This research aimed to study the impact of problem-based learning on the mathematics achievements of elementary students. Employing a quasi-experimental design with pre and post-tests, the study used convenient sampling to draw its sample from public elementary schools in district Multan. 498 students from 20 public elementary schools participated, with one school undergoing intervention. In this school, the sixth-grade class was divided into two groups: the experimental group (n=25) received problem-based learning instruction, while the control group (n=27) received conventional teaching. A test based on three chapters of the mathematics course, aligned with the lower levels of Bloom’s taxonomy, was administered both before and after the intervention. Test scores were analyzed using SPSS, employing descriptive and inferential statistics to derive conclusions. Results indicate a significant improvement in the achievement of the experimental group following the problem-based learning intervention, while only a slight change was observed in the control group. Additionally, the findings suggest that girls outperformed boys in mathematics, contrary to existing research. Limitations and suggestions for future research were also discussed.