Abstract:
This research project, which was modeled on the constructivist theory of acquiring knowledge,
and on recent recommendations regarding classroom instruction, investigated the impact of
problem-based teaching and learning (PBTL) on the performance of high school mathematics
learners. The effect of an intervention programme on an experimental group of students was
compared with a control group by assessing their mathematical knowledge and skills; their
procedural proficiency and conceptual development on varied mathematical contents; their skills
in managing and controlling learning; and their views towards their learning programmes. The
results obtained indicated that the experimental group indicated a higher conceptual
understanding, an improved use of procedures, a higher level of managing and controlling
learning, and positive views towards the programme and interest in the fundamentals of learning
mathematics. An analysis of the data obtained by the on-progress instruments employed for the
experimental group also indicated improved quality of participation and reflective thinking
practices.
Key Terms: Authentic assessment; Cooperative learning; Curriculum; discovery; Mathematical
achievement; Mathematical performance; Meta-cognition/Self-regulation; Problem based;
Problem solving.