Quasi-experimental study shows PBL improves mathematical problem-solving in students, indicating a better alternative to direct instruction.
Key Points
Students taught with the Problem-Based Learning model showed significantly improved mathematical problem-solving skills compared to those taught with Direct Instruction.
The t-test results confirmed the effectiveness of Problem-Based Learning, with a notable statistic of tₕ = 3.767 indicating a strong effect.
Cohen's d value of 1.191 categorizes the effect size as high, highlighting the substantial impact of the new instructional method.
The study focuses on students' abilities related to Systems of Linear Equations in Two Variables, suggesting targeted improvements in their mathematical understanding.