Abstract:
The purpose of the study was to explore the effect of Problem-Based Learning
Approach on College of Education students’ achievement in, and attitude toward
Probability. The research design for the study was Quasi-experimental. Convenience
and simple random sampling techniques were employed to obtain a sample of 100
students for the study. Tests, questionnaire and semi-structured interviews were the
instruments employed for data gathering. Probability achievement pre-test was
administered to both experimental and control groups. An intervention was carried out
and after that, probability achievement post-test was also administered to both groups.
Independent samples t-test, ANCOVA and paired samples t-test were used in analysing
data. The results indicated that there was a statistically significance difference between
students Post-test scores of both Control group exposed to Traditional method and
Experimental group exposed to Problem-Based Learning approach. Problem-Based
Learning approach developed students critical thinking, good problem solvers and self directed learners which would lead to life-long memory of probability concepts. It was
recommended that Problem-Based Learning should be included in the Mathematics
Curriculum at the Colleges of Education in Ghana and tutors should be given
Workshops and Seminars on the use of Problem-Based Learning strategy in their
Mathematics lessons.
Description:
A thesis in the Department of Mathematics Education, Faculty of Science
Education, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
JUNE, 2019