Problem-based Learning Strategies and Gender as Determinant of Grade 9 Students' Academic Achievement in Algebra

This study examined the effects of problem based learning strategies and gender on students' academic achievement. A 3X2 pre-test and post-test control group quasi-experimental group design was adopted in the study. The instruments constructed and used for the study were: Problem Based Learning...

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Published in:International journal of educational sciences Vol. 8; no. 3; pp. 485 - 492
Main Authors: Olaoye, Olabisi, Adu, Emmanuel O.
Format: Journal Article
Language:English
Published: Routledge 01.03.2015
Subjects:
Academic achievement
Algebra
Gender
Learning
Mathematics
Problem-based Learning Strategies
South Africa Experience
Students
ISSN:0975-1122
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Abstract This study examined the effects of problem based learning strategies and gender on students' academic achievement. A 3X2 pre-test and post-test control group quasi-experimental group design was adopted in the study. The instruments constructed and used for the study were: Problem Based Learning Strategies which are in two parts (PBLSa), (PBLSb) and Conventional Teaching Guide (C.T.G). Two hypotheses were generated and tested in the study at 0.05 alpha levels. One of the major findings of this study was that (PBLSa) and (PBLSb) are more effective than conventional method in students' academic achievement in algebra (x= 3.05; SE =.720), (= 4.23; SE=.714), (= 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of gender on students' academic achievement, female(= 15.63) and male (= 15.41). However, the study recommended that problembased learning strategies should be embraced by both the teachers and learners in order to enhance students' academic achievement in algebra.
AbstractList This study examined the effects of problem based learning strategies and gender on students' academic achievement. A 3X2 pre-test and post-test control group quasi-experimental group design was adopted in the study. The instruments constructed and used for the study were: Problem Based Learning Strategies which are in two parts (PBLSa), (PBLSb) and Conventional Teaching Guide (C.T.G). Two hypotheses were generated and tested in the study at 0.05 alpha levels. One of the major findings of this study was that (PBLSa) and (PBLSb) are more effective than conventional method in students' academic achievement in algebra (x= 3.05; SE =.720), (= 4.23; SE=.714), (= 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of gender on students' academic achievement, female(= 15.63) and male (= 15.41). However, the study recommended that problembased learning strategies should be embraced by both the teachers and learners in order to enhance students' academic achievement in algebra.
This study examined the effects of problem based learning strategies and gender on students' academic achievement. A 3X2 pre-test and post-test control group quasi-experimental group design was adopted in the study. The instruments constructed and used for the study were: Problem Based Learning Strategies which are in two parts (PBLSa), (PBLSb) and Conventional Teaching Guide (C.T.G). Two hypotheses were generated and tested in the study at 0.05 alpha levels. One of the major findings of this study was that (PBLSa) and (PBLSb) are more effective than conventional method in students' academic achievement in algebra (x= 3.05; SE =.720), (= 4.23; SE=.714), (= 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of gender on students' academic achievement, female(= 15.63) and male (= 15.41). However, the study recommended that problem-based learning strategies should be embraced by both the teachers and learners in order to enhance students' academic achievement in algebra.
Author Olaoye, Olabisi
Adu, Emmanuel O.
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StartPage 485
SubjectTerms Academic achievement
Algebra
Gender
Learning
Mathematics
Problem-based Learning Strategies
South Africa Experience
Students
Title Problem-based Learning Strategies and Gender as Determinant of Grade 9 Students' Academic Achievement in Algebra
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