Effectiveness of Problem Solving Method in Teaching Mathematics at Elementary Level

Autor/inn/en	Behlol, Malik Ghulam; Akbar, Rafaqat Ali; Sehrish, Hifsa
Titel	Effectiveness of Problem Solving Method in Teaching Mathematics at Elementary Level
Quelle	In: Bulletin of Education and Research, 40 (2018) 1, S.231-244 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Problem Solving; Mathematics Instruction; Elementary School Mathematics; Teaching Methods; Instructional Effectiveness; Grade 8; Public Schools; Elementary School Students; Mathematics Achievement; High Achievement; Low Achievement; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Ausland
Abstract	The study investigates effectiveness of Problem Solving Approach (PSA) in teaching mathematics to students studying at grade 8 in public schools. Pretest-posttest equivalent group design was used to conduct this study. The researcher applied matching technique to place the students in experimental and control groups (CG).Achievement test was used as a pre-test and post-test in this study. The test was validated by the experts, and table of specification was formulated to check content validity.The study revealed that the achievement level of students taught through PSA was significantly different as compared to the performance of the students taught through traditional methods of teaching on posttest. The same was the case about the performance of high and low achievers taught through PSA. Better performance of the experimental group (EG) was inferred due to active participation, self-directed learning, and higher confidence of the students in the learning process. It is also reflected that support, facilitation and guidance on the part of teacher has also contributed to the performance of the students in the EG. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01