Using Problem-Based Learning to Enhance Junior High School Students’ Understanding and Attitude Towards Linear Equations Word Problems

The study was a Quasi-experimental research project conducted to investigate on using problem-based learning to enhance the understanding of Junior High School students at Winneba University Practice Junior High School, Unipra, Winneba-Ghana on linear equation word problems solving. Two form 3 intact classes of 3A and 3B were used for the study and were assigned as control and experimental groups. The control group consists of thirty-two students and the experimental group thirty-eight students. Data was collected through pre-test and post-test essay typed questions and a questionnaire on students’ attitude to linear equations word problems. The questionnaire contained twenty likert-type questions. The independent samples t-test was used to find the differences between the groups. The experimental group differed statistically significantly on post-test scores from the control group. This study identified that problem-based learning improved students problem-solving abilities and increased students’ confidence in doing linear equation word problems because the felt more competent in working word problems in linear equations. The study also explored students’ attitude to linear equations word problems through the use of a Likert-type questionnaire. The findings showed that students’ attitude toward word problems in linear equations were generally positive. It is therefore recommended that Ghana Education Service should provide in-service training for Mathematics teachers on the use of Problem-Based learning and Mathematics teachers should also integrate problem-based learning approach in their students. Keywords: Problem-Based Learning, Attitude DOI: 10.7176/JEP/10-3-1

Effect of problem-based learning approach on students’ achievement in trigonometry

This study investigated the effect of the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills