Assessing thinking skills: a case of problem-based learning in learning of algebra among Malaysian form four students

The teaching and learning of mathematics is a complex and dynamic process involving interaction between previously acquired levels of understanding and conceptualization of mathematical knowledge which consists of mathematical concepts and skills of problem solving in a student centered learning environment. The objective of the study was to examine the effectiveness of PBL in teaching algebra among Form Four students. PBL is a teaching strategy which simultaneously develops higher-order thinking (HOT), disciplinary knowledge bases and practical skills by placing students in an active role as problem solvers confronted with ill-structured problems that mirror real-world problems. The results suggest that the experimental group following the PBL approach performed significantly better than the control group following the traditional approach in the overall performance in algebra, lower-order thinking questions and also higher-order thinking questions. Therefore, PBL is a powerful tool in teaching abstract and intricate concepts of mathematics like algebra

Effectiveness of problem-based learning-teaching algebra among form four students

The purpose of this study is to examine the effectiveness of problem-based learning (PBL) in teaching algebra among Form Four students. The study consisted of 81 students from two classes of a government school, 4 Setia (n=41) as the experimental group and 4 Mulia (n=39) as the control group. Using the quasi-experiment of posttest-only control group design, 6 lessons of teaching using PBL and traditional approach was carried out with a total of 16 teaching period in each. The instruments used were the performance test, assessment exercises and student engagement survey. Data obtained from the performance test were analyzed using the non-parametric statistics (Mann-Whitney U Test) as the shape of the data distribution of population was not normal. It is observed that the experimental group in which the PBL approach was applied performed better than the control groups to which traditional teaching approach was applied in the overall performance in algebra and performance in algebra higher-order thinking (HOT) questions. Mean and standard deviation was used to generalize the engagement of students toward learning algebra using the PBL approach. In general, the students were found to be positively engaged in learning algebra when taught using the PBL approach. Also, a non-parametric statistical analysis (Spearman’s Rank Order Correlation) was used to understand the relationship between student engagement and the overall performance in algebra. There was a medium and positive correlation found between the two variables. In conclusion, the study shows that PBL is an effective instructional methodology tool in enhancing students’ HOT skills and increasing engagement toward learning algebra