Comparison of Problem-Based Learning Approach and Traditional Teaching on Attitude, Misconceptions and Mathematics Performance of University Students

By F. Kazemi, Masoud Ghoraishi. 2012

55 citations recorded by the source corpus.

Abstract The purpose of this study is to investigate the effects of a problem-based learning (PBL) Approach on attitude, misconception and mathematics performance among university students. The results showed PBL teaching approach is more effective than traditional methods in teaching mathematics. PBL could influence student's performance and attitude toward mathematics. In addition, the result of LSD-Test showed PBL approach does not have significant influence on student's performance in a short time. Although the study showed that the PBL approach, in comparison with traditional approach, appeared to reduce student's misunderstandings and misconceptions of the mathematics, it didn’t find significant difference between two groups.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/64f44b1a2b2eb17dc36f182387a941178382b7f5

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

The worked example effect, the generation effect, and element interactivity. (2015, background): “…interest in the design of constructivist learning environments within the framework of Problem-Based Learning (PBL), experiential learning, or inquiry learning that often provide minimal guidance to facilitate knowledge construction by learners (e.g., Kazemi & Ghoraishi, 2012; Steffe & Gale, 1995).”