This study investigated the effect of a problem-based learning (PBL) strategy on the performance of algebra among lower basic education pupils in Zamfara State, Nigeria. The research addressed the persistent issue of poor mathematics performance rates among pupils, which has been attributed to traditional lecture-based teaching methods that fail to engage students actively in deep conceptual understanding. The study adopted a quasi-experimental design, specifically the Pretest-Posttest Non-equivalent Control Group Design, to compare the outcomes of pupils taught using PBL with those exposed to conventional lecture methods. The sample consists of primary 1-3 pupils, selected through purposive and multi-stage sampling techniques. Data collection involves administering pre- and post-tests, as well as a reshuffled algebra Performance Test (APT). Descriptive statistics (mean and standard deviation) and Analysis of Covariance (ANCOVA) were used to analyze the data at a 0.05 significance level. The study aims to determine the mean performance of pupils taught with PBL, as well as any gender-based differences in performance. The findings were expected to provide insights into the effectiveness of PBL in enhancing mathematical proficiency, offering a viable alternative to traditional teaching methods in lower basic education. The research instruments were validated by the experts in Science Education and Mathematics, and reliability is established using Pearson products moment correlation coefficient (PPMC). Data analysis was conducted using SPSS version 23.0. The study contributed to the growing body of evidence supporting constructivist approaches in mathematics education, emphasizing active learning, critical thinking, and real-world application.
Abubakar et al. (2025) studied this question.