Effects of Problem-Based Learning on Student Attitudes, Achievement and Retention of Learning in Math Course

Abstract

This study investigates the effects of problem-based learning (PBL) on student attitudes, achievement and retention of learning in 5th grade math course. It is a quasi-experimental study that uses pre-test-post-test design with a control group. It was conducted on a total of 60 fifth-graders attending an elementary school in Çankaya, Ankara in two groups. Data were collected by using the “Math Attitude Scale” and the “Math Achievement Test”. The experiment took 6 weeks. Instruction was offered with PBL materials in the experimental group and with regular materials as designed by the class teacher in the control group. At the end of the study, no statistically significant difference was found between the mean attitude scores of experimental and control students towards the math course. On the other hand, significant differences in favor of the experimental group were found in the achievement and retention levels of the two groups.