Effect of Problem-Based Learning Approach and Mathematics Teaching on The 7Th-Grade Students’ Mathematics Achievement and Self-Efficacy
Abstract
The effect of problem-based learning (PBL) approach and mathematics teaching on the 7th-grade students’ mathematics achievement and self-efficacy was examined in this research. For this purpose, a study was conducted on two groups including 13 people each consisting of the 7th-grade students of a secondary school in central Ankara in the 2008-2009 academic year. While the lesson on equations and inequalities was taught with the problem-based learning method which is based on the constructivist approach in the experimental group of 13 people, it was taught with the traditional approach-based lecture method in the control group of 13 people. The mathematics achievement test (MAT) developed by the researcher and the mathematics self-efficacy scale (MSS) developed by Umay (2002) were applied in the study. The study was structured as a 2x2 mixed pattern as measurements were made between groups (experimental-control) and in groups (pretest-posttest). Data obtained at the end of the application were analyzed using SPSS 10.0 statistical program. The Mann-Whitney U test and Wilcoxon Signed-Rank Test were used as the quantitative data analysis techniques. At the end of the study, the mathematics achievement and self-efficacy of the students of the experimental group where the PBL (Problem-based Learning) method was used, it was observed that the level of the points of success and self-efficacy have significantly increased (.05) compared to that of control group which was instructed with traditional instruction method.
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References
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