IOSR Journal of Research & Method in Education (IOSR-JRME)

e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 10, Issue 1 Ser. VI. (Jan. - Feb.2020), PP 13-16
www.iosrjournals.org

The Impact of Problem Based Learning Model on Developing

Mathematical ThinkingSkillsfor EleventhGrade
Students in Palestine
Rana AhmadZiada
(Curriculum & Methodology researcher/ Ministry of Education & Higher Education / Palestine)

Abstract: This study aimed to determinethe impact ofProblem Based Learning Model on Developing
Mathematical ThinkingSkillsfor Eleventh Grade Students in Palestine.The researcher used the experimental
approach .The study sample consisted of 86 students divided into two groups: (43) students in the experimental
group, and (43) students in the control group, bothfrom East Gaza-Palestine. To achieve the objectives of the
study, the researcher used a Mathematical ThinkingSkillstest. Results showed significant differences at
significant level (α≤0.05) among the average scores of the student’s test between the experimental group and
the control group. The findings of the study indicate that students felt motivated and stimulated their attention in
the learning of the subject matter with a positive development on Mathematical ThinkingSkills.
Key Word: (Problem Based Learning,Model,Mathematical ThinkingSkills)
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Date of Submission: 11-02-2020 Date of Acceptance: 26-02-2020
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I. Introduction
Making the learning process exciting and valuable is the goal that all educators strive for. Therefore,
they try to discover and find the models and strategies that contribute to achieving this goal.
Research in educational psychology has found that traditional educational approaches (e.g., lectures) do
not lead to a high rate of knowledge retention. Despite intense efforts on the part of both students and teachers,
most material learned through lectures is soon forgotten, and natural problem solving abilities may actually be
impaired. In fact, studies have shown that in 90 days students forget 90% of everything they have been told
(Smilovitz, 1996). Motivation in such traditional classroom environments is also usually low.
Problem based learning (PBL) is a student-centered educational method that uses problem solving as
the starting point for learning (Bligh, 1995). PBL is designed to develop problem-solving strategies, disciplinary
knowledge bases and skills simultaneously by placing students in the active role of problem-solvers (Doig,
1993). This is achieved by confronting students with problems typical of the real world.
Problem-based learning (PBL) is described as experiential learning focused around investigation and
resolution of messy, real-world problems (IMSA, 2014). Learning using this approach is roughly organized in
three stages. The first stage requires students to understand the problem by defining, describing, and clearly
stating it. Then, learners must complete exploratory research, gather data, and generate possible solutions to the
problem. In the third stage, students must select the resolution that best fits the situation, and present a case
supporting their conclusions. It is the problem that provides the impetus from which the learner structures the
investigation, selects appropriate resources, and is motivated to develop solutions. Fundamentally constructivist
in nature, PBL forces students to plan, reflect on, and regulate their strategies and tasks, resulting in deeper
learning (Strobel& van Barneveld, 2009).
Piaget (1983) has proposed some of the key elements during the implementation of this method in the classroom
which are:
1) Pupils will be given responsibility in planning their own learning.
2) Problem is the main key in this method.
3) Teachers act as facilitators.
4) Pupils must do reflections.
5) Pupils must learn something in the process of resolving the problem.
In Addition, Graff and Kolmos (2003) have listed nine major principles in this method:
1) Problem is the main element.
2) Student-centered learning.
3) Teachers play roles to create problems that are linked to the pupils’ real life.
4) Problem must be related with daily life situations.
5) Pupils show interest during the process to resolve the problem.

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 The Impact of Problem Based Learning Model on Developing Mathematical Thinking Skills..

6) The foundation of this method is learning activities.

7) Pupils have a higher percentage of understanding the topic.
8) Collaboration between group members.
9) A form of active and reflective learning.
Rusman (2013:232) States "problem-based learning is the use of all sorts of intelligence needed to
confront real-world challenges, the ability to deal with everything new and Complexity ". In Problem Based
Learning, students are placed in positions that have an active role in resolving each of the problems they face
(Harisson in Wardoyo,2013:72). Problem-based learning models help students develop high-level thinking
skills, solve problems, learn to act as adults through their involvement in reallife experiences and simulations of
being independent learners (Trianto,2011:96).According to Rusman (2013: 214), problem-based learning has
characteristics including:
(1) Problem-based learning is a series of learning activities, meaning in the implementation of problem-
based learning there are a number of activities that students should do. Problem-based learning does not expect
students to just Listen to record, then memorize the subject matter but through the problem-based learning
students actively think, communicate, search and process the data and eventually conclude, (2) learning
activities are geared towards Solve the problem. Problem-based learning puts problems as keywords from the
learning process. It means that without problems there could not be a learning process, (3) problem solving is
done using a scientific thinking approach. Thinking using scientific methods is the process of deductive and
inductive thinking. The process of scientific thinking is done through certain stages; While empirical means the
problem solving process is based on clear data and facts.
Within PBL environments, teachers’ instructionalabilities are more critical than in the traditional
teachercentered classrooms. Beyond presenting mathematicalknowledge to students, teachers in PBL
environments mustengage students in organizing information and using theirknowledge in applied
settings.Teachers in PBL settings should have a deepunderstanding of mathematics that enables them to
guidestudents in applying knowledge in a variety of problemsituations. Teachers with little mathematical
knowledgemay contribute to student failure in mathematical PBLenvironments. Without an in-depth
understanding ofmathematics, teachers would neither choose appropriatetasks for nurturing student problem-
solving strategies,nor plan appropriate problem-based classroom activities(Prawat, 1997).
Thinking involves critical and creative aspects of the mind.Developing mathematical thinking is the
main goal of mathematics education. In today's information-based society, it isdesirable to develop process
skills such as innovative ways to find a solution to a problem. As for the extent to whichmathematical thinking
is effective, it is important to have the proficiency to mathematical processes of questioning; tounderstand the
content and areas of application of mathematics; In certain situations, mathematical andstatistical thinking
develop creative and critical thinking (Mason, Burton, & Stacey, 2010, Isoda&Katagiri, 2012).
a mental activity specific to mathematics and includes the following nine methods:
Mathematical Thinking Skills in this study are :Induction, deduction, generalization, formal logic, mathematical
proof, relational thinking.
1.2. Study Problem
The study aims to investigate Problem Based Learning Model on Developing Mathematical ThinkingSkills for
EleventhGrade Students in Palestine. The problem was formulated in the following main question:
What is the Impact Problem Based Learning Model on Developing Mathematical ThinkingSkillsfor
EleventhGrade Students in Palestine?
It has the following sub-questions:
1. What is Problem Based Learning Model?
2. Are there statistically significant differences at the level of (α≤0.05) between the mean scores of the
experimental and the control groups in developing the Mathematical ThinkingSkillsfor students?

1.3. Study Hypothesis

1. There are no statistically significant differences at the level of (α ≤0.05)between the mean scores of the
experimental and the control groups in developing the Mathematical ThinkingSkillsfor students.
1.4. Research Objectives
The study aims to achieve a number of objectives including:
- Determining theProblem Based Learning Model.
- Examining the impact of Problem Based Learning Model on Developing Mathematical ThinkingSkills for
EleventhGrade Students.
1.5. The limitations of the study
The study was conducted in the second semester of the academic year 2019/2020 in AL- ZAHRAA secondary
school in east area of Gaza on 86 studentsdivided into two groups (43) students in the experimental group, and
(43) students in the control group.

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 The Impact of Problem Based Learning Model on Developing Mathematical Thinking Skills..

1.6.Study Importance
The importance of this study is that:
This study can benefit the teachers in identifying new models for student education and developing positive
attitudes towards mathematics by a new learning that makes the learner more effective.

1.7.Study Terms
The researcher define the study terms operationally as:
 Problem based learning:
Problem-Based Learning (PBL) describes a learningenvironment where learning begins with a problem to
be solved, and the problem isposed is such a way that students need to gain new knowledgebefore they can
solve the problem.
Mathematical ThinkingSkills
represents performance outcomes that indicate the extent to which a student has accomplished specific goals.

II .Methodology
2.1 Research design:
The study used the experimental design (two groups design, experimental and control groups) to
examine the impact of The Impact of Problem Based Learning Model on Developing Mathematical Thinking
Skillsby applying the achievement test, analyzing the data and detecting the impact.

2.2 Data Collection Instruments:

After reviewing the previous studies, the researcher constructed an achievement test consisting of 15
questions.Students were tested in one session in the same circumstances.The experimental group was tested
after applying problem based learning model and the control group was tested after learning with the usual
method .

2.3 Procedures of the study:

The control group studied in the traditional way for two weeks, then the achievement test was applied.
The test session lasted approximately 1 hour and the tasks were aboutStatistics and Probability. The
experimental groupstudied with problem based learning model and had the same achievement test of the control
group.

2.4 Data analysis:

Data collected in the study were analyzed by using SPSS Statistics version 22 program, independent
samples test was conducted to determine if the difference between the experimental and the control
groupsscores was significant, the value of ƞ² was computed to determine the effect sizeof the Impact of Problem
Based Learning Model on Developing Mathematical Thinking Skills.

III. Findings
Answer of first question. What is Problem Based Learning Model?
This study focus on the Problem Based Learning Model where during learning, students collaborate in small
teams to explorethe presented problem situation. “Through this exploration students are expectedto examine
gaps in their own knowledge and skills in order to decide whatinformation they need to acquire in order to
resolve or manage” the problemsituation (Savin-Baden, 2004, p. 3).the steps used in this study are:
1. Group settings.
2. Problem identification.
3. Idea generation.
4. Learning issues.
5. Self- directed learning.
6. Synthesis and application.
7. Reflection and feedback.
Results of question 2 : Are there statistically significant differences at the level of (α≤0.05) between the mean
scores of the experimental and the control groups in developing the Mathematical Thinking Skills for students?
The researcher formulate the hypothesis:
There are no statistically significant differences at the level of (α ≤0.05)between the mean scores of the
experimental and the control groups in developing the Mathematical Thinking Skillsfor students.

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 The Impact of Problem Based Learning Model on Developing Mathematical Thinking Skills..

Table1: (Independent Samples T-Test)

Mathematical Skills in unit(1) df App. Means Standard deviation t-test sig
Experimental 33.407 5.029 20.078 0.000
Total 84 group
Control 14.732 3.450
group

As indicated in table 1, there is a significant difference at level (α =0.05) between students scores in the
experimental group and the control group .This result reflect the positive impact of Problem Based Learning
Model on Developing Mathematical Thinking Skills. To determine the effect size, the value of ƞ² was computed
as shown in table 2. The value of ƞ² for all the Mathematical Skills was ˃ 0.14 which means that the Problem
Based Learning Model has a big effect size in developing Mathematical Thinking Skillsfor students.

Table2: (Effect Size ƞ²)

Mathematical thinking Skills in unit(1) t-test value t2 df ɳ2
Total 20.078 403.126 84 0.828

IV. Discussion
This study was conducted to investigate theimpact Problem Based Learning Model on Developing
Mathematical ThinkingSkills for EleventhGrade Students in Palestine.Through the results of the student’s
scores, it was found that there was a positive impact on developing the academic achievement and Mathematical
ThinkingSkills comparing the results of the experimental an control groups. The reason of this improvement
refers to the concept of problembased learning which is a form of teaching that focuses on student-centered
learning and is based on real life issues or problems. In this study student’s tasks were about Unit 1 in
Mathematics book of eleventh grade “statistics and probability”. The classes for the experimental group are
designed according to the problem based learning model where students faced some real problems as finding the
probability of elementary or compound events, normal distribution and making decision.
The study reveals that the problem based learning model made students felt motivated and stimulated their
attention in the learning of the subject matter with a positive development. Also this model help to promote
students’ problem solving skills, communication skills, critical thinking, lifelong learning attitude.
The results of this study are consistent with other studies that searched in problem based learning
model, such as (Boye,2019) and (Zakariae et al,2019) which indicated the importance of the problem based
learning model.

V. Recommendation
1- Enhancing teaching strategies as PBL in the various centers for pre-service teachers.
2- Choose a model and strategy that promotes collaborative work among students and enables them to think and
solve problems.
3-Holding specialized courses for the teachers about problem based learning.

References
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[2]. Doig, K. (1993) Adopting and adapting problem-based learning for laboratory science, Laboratory Medicine, 24(7), pp. 411 –416.
[3]. Graaff, E. D. E., &Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education,
19, 657-662
[4]. IMSA (2014, February 27). PBL teaching and learning template. Illinois Mathematics and Science Academic. Retrieved from
http://pbl.imsa.edu/model/template
[5]. Piaget, J. (1983). Piaget’s Theory. In P. H. Mussen, & W. Kessen (Eds.), Handbook of Child Psychology: Vol. I History, Theory,
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[7]. Rusman. 2013. Model-Model PembelajaranMengembangkanProfesionalisme Guru. Jakarta: PT RajagrafindoPersada
[8]. Savin-Baden, M., & Howell Major, C. (2004). Foundations of problem-based learning. Birkshire, England: The Society for
Research into Higher Education & Open University Press.
[9]. Smilovitz,R.(1996).If not now when?: Education not schooling,Morris Publishing.
[10]. Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to
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