Effect of Problem-Based Learning Method on Pupils’ Academic Achievement in Mathematics in Awka South Local Government Education Authority

Abstract

The study investigated the effect of problem-based learning method on pupils’ academic achievement in mathematics in Awka South local government education authority. The study was guided by two research questions and two hypotheses were tested at 0.05 level of significance. Quasi-experimental pre-test, post-test non-equivalent control group research design was adopted for the study. The population of this study comprised all the 2,377 basic five pupils in Awka-South Local Government Education Authority. Simple random sampling technique was used to draw the sample size of 92 basic five pupils for the study. The instrument titled ‘‘Mathematics Achievement Test (MAT)’’, validated by three experts with a reliability coefficient of 0.72 was used for data collection. Mean and standard deviation were used to answer the research questions and ANCOVA was used to test the hypotheses. The findings of the study revealed among others that the difference in the pretest and posttest mean scores of pupils taught mathematics using problem-based learning method (PBLM) and those taught using conventional teaching method (CTM) is in favour of experiential group. It was also reported that there was significant difference in the mean achievement scores of pupils taught mathematics using PBLM and those taught using CTM. Based on the findings, it was recommended among others that Anambra State Universal Basic Education Board should encourage and support teachers to use problem based learning method for teaching Mathematics to pupils. Then workshops should be organized for mathematics teachers to familiarize them with the use of PBLM.