Arab Educational Information Network

Problem-based learning (PBL) is a student-centered teaching and learning (T and L) approach capable of stimulating students’ mathematics and related skills. The T and L of mathematics has always been routine and lacked the capability to develop certain skills in learners. As a result, students learning mathematics are unreceptive and unable to reason mathematically. No available data has yet reported on the impact of PBL in enhancing students’ mathematical, problem solving, communication and teamwork skills, in any he institution in the Arabian gulf region. This study, therefore investigates and evaluates the impact of PBL in the effective T and L of mathematics on foundation students’ skills at the Bahrain polytechnic. The PBL instructional strategy adopted by the polytechnic in 2013 has been systematically implemented across the curriculum in the various faculties. Its impact, although visible however, has not yet been empirically evaluated. Both qualitative and quantitative data on foundation mathematics students was obtained for the study; which included tutors’ feedback from focused group meetings, data from questionnaire administered to students and a comparative data on traditional teaching strategy versus PBL-based instruction. Data was subjected to descriptive statistical analysis and Wilcoxon’s test, to ascertain the development of students’ mathematical abilities and skills after implementing PBL teaching strategies in the foundation mathematics courses. Findings indicated that PBL impacted positively on students’ mathematics related skills. Students demonstrated enhanced effective problem-solving skills, better mathematical communication skills, independent learning and stronger teamwork. (Published abstract)