scholarly journals Comparison of Problem-Based Learning Approach and Traditional Teaching on Attitude, Misconceptions and Mathematics Performance of University Students

2012 ◽  
Vol 46 ◽  
pp. 3852-3856 ◽  
Author(s):  
Farhad Kazemi ◽  
Masoud Ghoraishi
Keyword(s):  
University Students ◽  
Problem Based Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Traditional Teaching ◽  
And Mathematics

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

scholarly journals The Application of the Problem-Based Learning Approach to English Class: Chinese-speaking Learners’ Willingness to Communicate

2017 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
Lu-Fang Lin
Keyword(s):  
Multivariate Analysis ◽  
University Students ◽  
Analysis Of Variance ◽  
Problem Based Learning ◽  
Willingness To Communicate ◽  
Learning Approach ◽  
Group Settings ◽  
English Classes ◽  
English Class ◽  
Main Effects

This study examined the effect of the integration of the problem-based learning (PBL) approach in English courses on Chinese-speaking university students’ willingness to communicate (WTC). This study also examined whether there were possible differences in learners’ WTC in terms of the gender variable. Two English classes in a Taiwanese university were randomly assigned to the PBL and teacher-lectured (TL) conditions. The PBL group with 43 participants received the PBL instruction in small group settings, whereas the TL group with 45 participants was fully provided with interpretations of teaching materials by the instructor and completed the tasks individually. The WTC scale, including seven subscales, was administered after the treatment. The results of two-way multivariate analysis of variance revealed that the PBL group significantly outperformed the TL group on the friend subscale, while the TL group demonstrated significant main effects on WTC subscales in terms of the gender variable.

scholarly journals Undergraduates’ Interest Towards Learning Genetics Concepts Through Integrated Stemproblem Based Learning Approach

2020 ◽  
Vol 22 (12) ◽  
Author(s):  
Shamimah Parveen Abdul Rahim ◽  
◽  
Mohd Ali Samsudin ◽  
Mohd Erfy Ismail ◽  
Mohd Hasril Amiruddin ◽  
...  
Keyword(s):  
Higher Education ◽  
Problem Based Learning ◽  
First Year ◽  
Learning Approach ◽  
First Semester ◽  
Learning Module ◽  
Integrated Stem ◽  
And Mathematics ◽  
Based Instruction ◽  
Programs Of Study

Scientific and innovative society can be produced by giving priorities in Science, Technology, Engineering, and Mathematics (STEM) as emphasized by Malaysian Higher Education Blueprint (2015-2025). STEM need to be implemented at higher education because universities need to produce competent graduates to support economy growth and sustainable development. Learning STEM through Problem Based Learning might allow the undergraduates to become more enthusiastic when problem-based instruction is incorporated with STEM by implementing teamwork and problem-solving techniques to engage the first-year undergraduates fully with the learning. This study was conducted to investigate whether Integrated STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts among first-year undergraduates. Topics in genetics was considered difficult not only to teach but also to learn. In this research, to overcome the genetic concepts learning difficulties, genetic related topics were chosen to introduce STEM through problem-based learning approach, which might help first-year undergraduates to acquire deep genetic content knowledge. This is very vital for the first-year undergraduates, as the knowledge gained in their first semester will be applied in the upcoming courses in their entire undergraduates’ programs of study. A Pre-Experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from Faculty of Biology from one of the public universities in Malaysia were involved. The Genetics Interest Questionnaire used to study if the STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts. The research has proven that Integrated STEM through problem-based learning approach could enhance and retains the interest in learning genetics concepts among first-year undergraduates.

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING APPROACH IN THE TEACHING OF HANG STYLE LONG JUMP

2020 ◽  
Vol 13 (2) ◽  
pp. 24-30
Author(s):  
Octavianus Cahyanto Adhie
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
School Context ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Improvement ◽  
Learning Attitudes ◽  
Long Jump ◽  
Students Attitudes

The learning improvement of physical education can be done through implementing learning approach which is suitable for 21st Century era. This research is a descriptive quantitative research which aims to describe the effectiveness of the hang style long jump learning using problem-based learning approach based on students’ learning outcomes and attitude in vocational high school context. The subject of the research were students of  X ATR 1 and X TKRO 1 students of SMKN 1 Cangkringan. The data were obtained from the result of observation sheets, learning outcome tests, and questionnaire of students’ attitudes towards learning. The result showed that hang style long jump learning using problem-based learning approach was effective based on students’ learning outcomes and learning attitudes. The passing students reached 100% for X ATR 1 students and 80,65% for X TKRO 1 students.  The students’ learning attitudes towards physical education subject in the category of minimum more than 80% high were 100% for X ATR 1 students and 90.32% for X TKRO 1 students.

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