THE EFFECT OF PROBLEM BASED TEACHING AND LEARNING ON THE  ACHIEVEMENT OF HIGH SCHOOL MATHEMATICS LEARNERS

HAILU, NIGUS

dc.contributor.author	HAILU, NIGUS
dc.date.accessioned	2018-01-10T10:32:21Z
dc.date.available	2018-01-10T10:32:21Z
dc.date.issued	2018-01-10
dc.identifier.uri	http://hdl.handle.net/123456789/8438
dc.description.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.	en_US
dc.language.iso	en_US	en_US
dc.subject	biology	en_US
dc.title	THE EFFECT OF PROBLEM BASED TEACHING AND LEARNING ON THE ACHIEVEMENT OF HIGH SCHOOL MATHEMATICS LEARNERS	en_US
dc.type	Thesis	en_US