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Students’ Attitude Towards Mathematics Through Problem-Based Learning

                                 Al Azhar training college, Thodupuzha                                          B. Ed programme 2024-2026 Abstract Mathematics is often perceived by students as a difficult and abstract subject, leading to negative attitudes that affect learning outcomes. The present study aims to examine students’ attitude towards mathematics when taught through Problem-Based Learning (PBL). The study adopts a survey method to investigate how PBL influences interest, confidence, and engagement in mathematics learning. A sample of secondary school students was selected using a simple random sampling technique. A self-developed attitude scale was used as a tool for data collection. The collected data were analysed using descriptive statistical techniques such as mean and percentage ana...
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Students’ Attitude Towards Mathematics Through Problem-Based Learning --- Abstract Mathematics is often perceived by students as a difficult and abstract subject, leading to negative attitudes that affect learning outcomes. The present study aims to examine students’ attitude towards mathematics when taught through Problem-Based Learning (PBL). The study adopts a survey method to investigate how PBL influences interest, confidence, and engagement in mathematics learning. A sample of secondary school students was selected using a simple random sampling technique. A self-developed attitude scale was used as a tool for data collection. The collected data were analysed using descriptive statistical techniques such as mean and percentage analysis. The findings of the study revealed that students exposed to problem-based learning developed a more positive attitude towards mathematics compared to traditional teaching methods. Students showed increased interest, active participation, and confidence in solving mathematical problems. The study concludes that problem-based learning is an effective pedagogical approach for improving students’ attitude towards mathematics and recommends its integration into regular classroom practices. Keywords: Mathematics, Attitude, Problem-Based Learning, Pedagogy --- Introduction Mathematics plays a vital role in developing logical thinking, reasoning, and problem-solving skills among students. Despite its importance, many students develop a fear and negative attitude towards mathematics, which adversely affects their academic performance. Traditional teacher-centred methods often fail to engage learners actively, resulting in low motivation and interest. Modern pedagogical approaches emphasise learner-centred strategies that promote active learning. Problem-Based Learning (PBL) is one such approach that encourages students to learn mathematics by solving real-life problems collaboratively. By engaging students in meaningful problem situations, PBL helps them connect mathematical concepts with real-world applications, thereby improving their attitude towards the subject. --- Statement of the Problem The present study is entitled “Students’ Attitude Towards Mathematics Through Problem-Based Learning.” --- Objectives of the Study 1. To study the attitude of students towards mathematics. 2. To examine the effectiveness of problem-based learning in improving students’ attitude towards mathematics. 3. To identify changes in students’ interest and confidence in mathematics through problem-based learning. --- Hypotheses 1. There is no significant difference in students’ attitude towards mathematics before and after the use of problem-based learning. 2. Problem-based learning does not significantly influence students’ interest in mathematics. --- Review of Related Literature Several studies have highlighted the importance of innovative teaching methods in mathematics education. Research findings indicate that traditional methods often lead to passive learning and negative attitudes. Studies on problem-based learning suggest that it enhances student engagement, critical thinking, and motivation. Researchers have also found that students taught through PBL develop a positive attitude towards mathematics as they actively participate in problem-solving activities. However, limited studies focus specifically on attitude development, indicating a need for further research in this area. --- Research Methodology Research Design The study adopted a survey method. Population and Sample The population consisted of secondary school students. A sample of 60 students was selected using a simple random sampling technique. Tool Used A self-constructed attitude scale towards mathematics was used to collect data. Data Collection Procedure The tool was administered to students after exposure to problem-based learning sessions in mathematics. Responses were collected and scored systematically. --- Data Analysis The collected data were analysed using: Mean Percentage analysis These statistical techniques were used to interpret students’ attitude levels towards mathematics. --- Results / Findings The analysis revealed that: Students showed a positive change in attitude towards mathematics after learning through PBL. Learners became more interested and actively participated in classroom activities. Students demonstrated improved confidence in solving mathematical problems. Problem-based learning reduced fear and anxiety related to mathematics. --- Conclusion The study concludes that problem-based learning is an effective pedagogical approach for enhancing students’ attitude towards mathematics. By engaging students in real-life problem situations, PBL promotes interest, confidence, and positive perceptions of mathematics. Incorporating such learner-centred strategies can significantly improve mathematics teaching and learning. --- Recommendations 1. Mathematics teachers should adopt problem-based learning strategies in classrooms. 2. Schools should provide training to teachers on innovative pedagogical methods. 3. Curriculum planners should integrate problem-based activities into mathematics syllabi. 4. Further research may be conducted with larger samples and different educational levels. --- Limitations of the Study 1. The study was limited to a small sample size. 2. The research was confined to a specific geographical area. 3. Time constraints limited the depth of investigation. --- References Polya, G. (1957). How to Solve It. Princeton University Press. Schoenfeld, A. H. (1985). Mathematical Problem Solving. Academic Press. Savery, J. R. (2006). Overview of problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. Ernest, P. (1991). The Philosophy of Mathematics Education. Falmer Press. --- Appendix 1.I enjoy learning mathematics when problems are related to real-life situations. 2.Problem-based learning makes mathematics more interesting for me. 3.I feel confident while solving mathematical problems on my own. 4.Working in groups helps me understand mathematical concepts better. 5.I am less afraid of mathematics when it is taught through problem-based learning. 6.I actively participate in mathematics classes that use problem-solving activities. 7.Problem-based learning helps me think logically and critically. 8.I feel motivated to learn mathematics through problem-based learning. 9.Mathematics becomes meaningful when I solve practical problems. 10.I prefer problem-based learning over traditional methods of teaching mathematics.

                                   
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