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 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.

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.

Researh Methodology

Research Design

The study adopted a survey method.

Population and Sample

The population consisted of secondary school students. A sample of 23 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 and Interpretation

The collected data from 23 students were analysed using Mean and Percentage analysis to determine the level of students’ attitudes towards mathematics after exposure to Problem-Based Learning (PBL). The attitude scale consisted of 10 statements rated on a five-point Likert scale. The maximum possible score was 50.

1. Overall Attitude Towards Mathematics

Total Score Obtained by 23 Students: 874

Maximum Possible Score: 23 × 50 = 1150

Mean Score: 874 ÷ 23 = 38

Percentage : (874 ÷ 1150) × 100 = 76%

Interpretation:

The mean score of 38 out of 50 (76%) indicates a high positive attitude towards mathematics after exposure to Problem-Based Learning. The majority of students demonstrated favourable perceptions towards the subject.

2. Interest in Mathematics

18 out of 23 students (78%) agreed that mathematics became more interesting through problem-based learning.

The mean score for interest-related items was 7.6 out of 10 (76%).

Interpretation:

Most students showed increased interest in mathematics when real-life problem-solving activities were used.

3. Confidence in Problem Solving

17 out of 23 students (74%) reported improved confidence in solving mathematical problems.

The mean score for confidence-related items was 7.4 out of 10 (74%).

Interpretation:

Students felt more confident and independent while solving problems after participating in PBL sessions.

4. Reduction in Fear and Anxiety

16 out of 23 students (70%) stated that their fear of mathematics reduced.

19 students (83%) preferred PBL over traditional teaching methods.

Interpretation:

Problem-Based Learning helped reduce mathematics anxiety and encouraged active classroom participation.

Overall Interpretation

The mean and percentage analysis clearly indicate that Problem-Based Learning positively influenced students’ attitudes towards mathematics. With a 76% overall positive attitude level among 23 students, it can be concluded that PBL is an effective strategy for improving interest, confidence, and engagement in mathematics learning.

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

Savery, J. R. (2006). Overview of problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.

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 meaningfulll then I solve practical problems.

10.I prefer problem-based learning over traditional methods of teaching mathematics.