Effect of problem-based learning on College of Education students’ achievement in, and attitude toward probability

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.