CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Mathematics is a foundational subject that plays a critical role in various

fields, including science, engineering, technology, and finance. It equips students

with essential problem-solving skills and logical reasoning, which are crucial for

success in academic and professional pursuits. However, the teaching and learning

of mathematics in many educational settings, including Nigeria's, often face

challenges that hinder students' understanding and performance. Traditional

methods of instruction, characterized by rote memorization and passive learning,

frequently fail to engage students and foster a deep understanding of mathematical

concepts (Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People

Learn: Brain, Mind, Experience, and School. National Academics Press.)

In recent years, educators have sought alternative approaches to enhance

mathematics education, with Problem-Based Learning (PBL) emerging as a

promising pedagogical strategy. PBL is an instructional method that engages

students in solving complex, real-world problems, promoting critical thinking,

collaboration, and self-directed learning. (Hmelo Silver, C. E., & Barrows, H. S.

(2006). Goals and Stratergies of a Problem Based Learning Facilitator.

Interdisciplinary Journal of Problem Based Learning).

This approach stands in stark contrast to traditional teaching methods, as it shifts

the focus from the teacher to the student, fostering an active learning environment.

Education plays a critical role in the development of individuals and

societies. Mathematics, as a core subject in education, is fundamental in building

logical reasoning, problem-solving skills, and quantitative literacy, all of which are

essential in everyday life. Despite its importance, mathematics continues to be one

of the most challenging subjects for students at all levels, particularly in secondary

schools.

One of the teaching strategies that has gained prominence in recent years is

Problem-Based Learning (PBL). PBL is an instructional approach that shifts the

focus from traditional teacher-centered methods to a student-centered, inquiry-

based approach. In PBL, students are presented with real-world problems that they

must solve through critical thinking, collaboration, and application of knowledge.

The aim is to foster a deeper understanding of the subject matter by engaging

students in meaningful and contextually relevant learning experiences.

Traditional methods of teaching mathematics, which often involve rote

memorization and passive learning, have been criticized for their failure to engage

students effectively. Students are typically presented with abstract mathematical

concepts without being provided with opportunities to apply those concepts to real-

life situations. This has contributed to a widespread fear and anxiety about
mathematics, further compounding the problem of poor academic performance in

the subject. In contrast, PBL encourages active participation, creativity, and

problem-solving, making learning more engaging and practical for students.

The introduction of PBL in the teaching of mathematics has been advocated

as a potential solution to the challenges faced in mathematics education. By

presenting students with real-life problems and encouraging them to work in teams

to solve these problems, PBL helps students develop not only their mathematical

skills but also their ability to think critically and collaborate effectively. This

approach is particularly relevant in the context of secondary school education,

where students are at a critical stage of cognitive development and are preparing

for higher education or the workforce. Research has demonstrated the effectiveness

of Problem Based Learning (PBL) in enhancing students’ mathematical skills,

critical thinking, and collaboration. For instance, a study by Fatade, Mogari and

Arigbabu (2013) investigated the impact of PBL on senior secondary school

students’ achievements in Further Mathematics in Nigeria. The findings revealed

that students taught using PBL strategies outperformed their peers who received

traditional instruction, indicating that PBL can significantly improve mathematical

performance. A Meta analysis examined the effectiveness of PBL on secondary

students’ achievement in science. The analysis concluded that PBL had a large and
positive effect on students’ academic performance, suggesting its potential benefits

when applied to mathematics education as well.

In Isikwuato LGA, Abia State, the need for innovative teaching methods in

mathematics is evident, as the traditional approach has not yielded the desired

results in terms of student achievement. This study aims to investigate the effects

of Problem-Based Learning on the mathematics achievement of senior secondary

school students in Isikwuato LGA. With the growing emphasis on 21st-century

skills and the demands of a knowledge-based economy, innovative pedagogies like

PBL could play a crucial role in bridging the gap between traditional education

practices and the skills needed for future success. This study seeks to provide

empirical evidence on the role PBL can play in improving mathematics education,

specifically within the context of Nigerian secondary schools, offering

recommendations that could shape policy decisions and classroom practices across

the nation.

Research by Hmelo Silver and Barrows H. S. indicates that PBL not only

improves academic performance but also enhances students' attitudes towards

mathematics, thereby addressing issues of mathematics anxiety and

disengagement. Given the importance of mathematics in the curriculum and its

implications for students' future opportunities, it is essential to investigate the

effects of PBL on senior secondary school students' mathematics achievement,

particularly in the context of Isikwuato Local Government Area (LGA) in Abia

State, Nigeria.

1.2 Statement of the Problem

Despite the importance of mathematics in both academic and everyday life,

students in Nigeria, particularly in Isikwuato LGA, continue to perform poorly in

the subject. The consistent underperformance of students in mathematics

examinations raises concerns about the effectiveness of traditional teaching

methods. In many cases, students are not actively engaged in the learning process

and are unable to apply mathematical concepts to real-life situations. This has led

to a lack of interest in mathematics, as well as increased anxiety and fear of the

subject.

The persistent issue of low mathematics achievement among senior

secondary school students in Nigeria poses a significant challenge to the education

system. Many students struggle with mathematical concepts, leading to poor

performance in national examinations and limiting their future academic and career

opportunities. Traditional instructional methods have proven inadequate in

addressing these challenges, resulting in a growing need for innovative

pedagogical approaches.

Furthermore, students often experience anxiety related to mathematics,

which can negatively impact their performance and attitudes towards the subject.
Research by Bekdemir (2010) has shown that conventional teaching methods can

exacerbate these feelings of inadequacy and fear, creating a cycle of

disengagement and poor performance. This study seeks to address these issues by

exploring the potential of Problem-Based Learning (PBL) as a more effective

instructional strategy to improve mathematics achievement and foster a positive

attitude towards the subject among senior secondary school students.

1.3 Objectives of the Study

The main objective of this study is to investigate the effects of problem-based

learning (PBL) on mathematics achievement of senior secondary school student in

Isikwuato L.G.A.

Specifically the study seeks to;

1. Find out the effect of PBL on mathematics students mean academic

achievement when compare to the traditional method.

2. Examine the gender difference that exists on mathematics students mean

academic achievement using PBL.

3. Examine the difference in the mean academic achievement of students using

PBL in terms of location.

1.4 Research Questions

To achieve the objective of this study the following research questions were

formulated:
1. How does PBL affects students mean achievement in mathematics as compare

to the conventional method.

2. How does a male and female student differ in their mean achievement score in

mathematics using PBL?

3. How does an urban and rural student differ in their mean achievement score in

mathematics using PBL?

4. What is the interaction effect of gender and location on achievement score in

mathematics using PBL?

1.5 Hypothesis

The following null hypothesis were formulated and to be tested at 0.05 level of

significance during the study.

1. There is no significant difference between the mean achievement scores of

students taught using PBL and those taught using the conventional method.

2. There is no significant difference between male and female mean achievement

score when taught using PBL.

3. There is no significant difference between urban and rural students mean

achievement scores when taught using PBL.

4. There is no significant Interaction effect of gender and location on mean

achievement scores when taught using PBL.

1.6 Significance of the Study

This study holds significant relevance for various stakeholders in the

education sector, including policymakers, educators, and students. By investigating

the effects of PBL on mathematics achievement, the findings will contribute to the

existing body of knowledge on effective teaching strategies and provide insights

into improving mathematics education in Nigeria.

The study will offer valuable insights into the effectiveness of PBL as a teaching

method, guiding educators in adopting innovative instructional strategies that

promote student engagement and achievement in mathematics.

The study will not only highlight the effectiveness of PBL as a teaching approach

but also offer guidance on how to integrate it into their daily classroom practices.

By leveraging the findings, teachers can adapt their lesson plans to be more

interactive and student-centered, leading to increased student motivation and

deeper comprehension of mathematical concepts.

The findings may inform educational policies aimed at improving mathematics

education, emphasizing the need for teacher training and resources to support the

implementation of PBL in schools.

Beyond influencing general policy, the findings can also drive targeted initiatives

such as curriculum reform and professional development programs tailored

specifically to mathematics educators. This will ensure that schools are equipped
with the necessary resources and training to successfully implement PBL,

improving both teaching quality and student outcomes on a systemic level.

Understanding the impact of PBL on their learning experiences can help students

develop a more positive attitude towards mathematics, ultimately enhancing their

performance and confidence in the subject.

In addition to understanding how PBL improves learning, the study will help

students gain essential life skills such as problem-solving, teamwork, and critical

thinking. These skills, fostered through PBL, will not only aid their mathematical

understanding but also enhance their overall academic and personal development.

The study will provide a foundation for further research on PBL in mathematics

education, paving the way for additional investigations into effective teaching

methodologies and their impact on student outcomes.

This study will serve as a springboard for further investigations into innovative

teaching methods like PBL. It will contribute to academic discourse by filling gaps

in existing literature, especially within the Nigerian educational context, and

inspire new research exploring its broader impact across various subjects and

educational settings.

1.7 Scope of the Study

This study will focus on senior secondary school students in Isikwuato LGA,

Abia State, Nigeria. The research will examine the effects of PBL on students'
mathematics achievement, problem-solving skills, and attitudes towards

mathematics. The study will involve selected senior secondary schools one within

the LGA and will include both quantitative and qualitative methods of data

collection, such as surveys, assessments, and interviews.

The scope of the study is limited to mathematics education and does not

extend to other subjects. Furthermore, the research will primarily focus on the

perspectives of students and teachers regarding the implementation of PBL in

mathematics classrooms.

This study focuses on the implementation of Project-Based Learning (PBL)

as a pedagogical approach in mathematics education within Nigerian schools. It

specifically targets secondary school students, recognizing this critical stage in

their educational development where foundational skills in mathematics are

established. The study will examine several key areas:

The primary participants will include secondary school students enrolled in

mathematics courses and their mathematics teachers. Additionally, input from

school administrators will be gathered to understand the institutional support for

implementing PBL in the curriculum.

The study will concentrate on specific mathematics topics that are typically

challenging for students, such as algebra, geometry, and statistics. By focusing on

these areas, the research aims to assess how PBL can enhance student
understanding and performance in topics that are crucial for further academic

pursuits.

Limitations: While the study seeks to provide meaningful insights, certain

limitations must be acknowledged:

 The study's findings may not be generalizable to all schools in Nigeria due

to its focus on a specific LGA. Differences in school infrastructure, teacher

expertise, and student demographics across regions may result in varied

outcomes.

 The self-reported data from students and teachers could be subject to biases,

such as over reporting positive experiences or downplaying challenges.

 The socioeconomic status of students, parental involvement, and the

availability of resources (e.g., access to technology and instructional

materials) may affect the implementation and outcomes of PBL, influencing

the study's results.

 The relatively short duration of the intervention (one academic semester)

may not capture long-term effects of PBL, such as retention of mathematical

concepts over time or sustained improvements in problem-solving skills.

1.8 Definition of Terms

To ensure clarity in this study, the following key terms will be defined:
 Problem-Based Learning (PBL): An instructional approach that engages

students in solving real-world problems, promoting critical thinking,

collaboration, and self-directed learning. PBL emphasizes active learning,

critical thinking, and the application of knowledge to solve complex issues.

 Mathematics Achievement: Refers to the extent to which students understand

mathematical concepts and can apply them effectively in problem-solving

scenarios. This may be measured through assessments, grades, or performance

on standardized tests.

 Problem-Solving Skills: The ability to apply mathematical concepts and

methods to analyze and solve complex problems effectively.

 Senior Secondary School: Refers to the educational stage for students

typically aged 15 to 18 years, which encompasses grades 10 to 12 in the

Nigerian education system.

 School Location: the physical environment in which a school is situated,

typically categorized as urban, suburban, or rural. School location can influence

students’ access to educational resources, quality of instruction, and overall

learning environment.

 Gender: A demographic classification of individuals as male or female. In

educational research, gender is often analyzed to assess its influence on

students’ academic performance, learning preferences, and attitudes toward

subjects such as mathematics.