A Mixed- method Study on Problem- based Learning Approach and Mathematics Readiness of First- year Students

Abstract

This study aims to explore the problem-based learning approach and the mathematics readiness of first-year students at Kapalong College of Agriculture Sciences and Technology. It adopts a descriptive correlational design to clearly illustrate specific conditions and analyze the relationships among various variables (McBurney & White, 2009). This design helps clarify the strength and direction of these relationships, making it possible to recognize patterns and trends. Being non-experimental, it involves observing and measuring variables in their natural setting. Although it can highlight associations, it does not determine cause-and-effect relationships. The key findings indicate that the implementation of the problem-based learning (PBL) approach is rated highly by students across the dimensions of authentic problems, collaboration, developing expertise, and authentic assessment. The level of students’ mathematics readiness is also high, particularly in subject knowledge, number sense, reasoning and generalization, and problem-solving. Furthermore, qualitative findings revealed that while students encountered difficulties in understanding and solving mathematical problems, they developed effective coping mechanisms such as seeking support, engaging in self-directed learning, collaborating with peers, and drawing motivation from internal and external sources, which contributed to their readiness in mathematics. There is a significant relationship between the problem-based learning approach and the mathematics readiness of first-year students, indicating that greater implementation of PBL strategies is associated with higher levels of readiness in mathematics. It can be concluded that the use of the problem-based learning (PBL) approach has a positive connection with students’ mathematics readiness. Since a significant relationship was found between PBL and mathematics readiness, it implies that PBL can be an effective instructional strategy to improve students’ mathematical understanding and problem-solving skills. However, the presence of difficulties and varying coping mechanisms among students suggests that other factors, such as learning styles, support systems, and instructional delivery, may also influence their readiness. Thus, while PBL enhances mathematical preparedness, it should be complemented with tailored support to address individual student needs