PROBLEM-BASED LEARNING APPROACH AND MATHEMATICS PROBLEM-SOLVING PERFORMANCE OF GRADE 9 STUDENTS

Glendon L. Macapayad

Abstract


This research assessed the efficacy of Problem Based-Learning (PBL) approach and the math problem-solving performance of the Grade 9 students in one of the boarding schools in Talisay City, Cebu, for school year 2024-2025. This study was conducted using a descriptive correlational research design with 232 respondents selected through stratified random sampling. Two research instruments were facilitated, which were the math problem-solving test questionnaire and the respondent’s perception of the efficacy of the elements of PBL. The data gathered were treated using the weighted mean, standard deviation, Pearson product-moment correlation, and t-test. The results revealed that the elements of the PBL, the authentic elements, developing elements, collaborative elements, and authentic assessment elements were evident in mathematics instruction and assessment as perceived by the respondents. Results also showed that the majority of the respondents performed satisfactorily in their math problem-solving activities, while a significant number performed above the average. Further analysis revealed that there was a significant relationship between the efficacy of problem-based learning and math problem-solving performance of the respondents. It is concluded that PBL helps the respondents in analyzing math problems, developing solutions, and applying knowledge in practical contexts, which are necessary in real life. Hence, it is recommended that PBL be widely used in teaching mathematics.

 

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mathematics education, problem-based learning, math problem-solving performance, descriptive-correlational design, Talisay City, Cebu

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DOI: http://dx.doi.org/10.46827/ejes.v12i6.5953

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