Key points are not available for this paper at this time.
The purpose of this quasi-experimental study was to investigate the effect of science, technology, engineering, and mathematics (STEM) problem-based learning (PBL) intervention on students’ problem-solving beliefs (PSB). To this end, the PSB questionnaire was administered to a group of eighty-six 10th graders across different socio-economic spectra working with an expert facilitator in a rural school that received curricular support and resources to specifically develop STEM teaching in eastern South Africa. The sample participated in two time periods (pre- vs. post-intervention) in which problem-based activities were utilized. A quantitative evaluation of the impact of an intervention on students’ subsequent beliefs as well as qualitative analysis of interviews with a sample of fourteen purposively selected students is presented. Results showed that participants increased their mathematical PSB (p.001 , d=.50 ). The implications of these findings speak to the potential for teachers to utilize the results to provide opportunities for students to experience PBL activities.
Benjamin Shongwe (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: