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The Impacts of Implementing Problem-Based Learning (PBL) in Mathematics: A

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 International Journal of Academic Research in Business and Social Sciences
2016, Vol. 6, No. 12
ISSN: 2222-6990

The Impacts of Implementing Problem-Based Learning

(PBL) in Mathematics: A Review of Literature
Najihah Mustaffa, Zaleha Ismail, Zaidatun Tasir, & Mohd Nihra
Haruzuan Mohamad Said
Kementerian Pendidikan Malaysia, Faculty of Education Universiti Teknologi Malaysia
Malaysia

DOI: 10.6007/IJARBSS/v6-i12/2513 URL: http://dx.doi.org/10.6007/IJARBSS/v6-i12/2513

Abstract: Mathematics is a subject that relates to the real world and is applied in various fields.
However, the teaching and learning of mathematics is more procedural and requires drill and
practice. For this reason, students of mathematics become passive receivers who are unable to
think mathematically. The literature indicates that Problem-based learning(PBL) is a student-
centered approach that is able to stimulate students’ thinking. Accordingly, the present study
investigates the implementation of PBL at school level and the impact of learning mathematics
through PBL in secondary schools. The analysis showed that PBL gave positive impact on the
secondary school students in mathematics and the approach was found to be applicable in
various knowledge domains in mathematics. However, teacher’s role should be explored
concurrently with the usage of ICT and the duration of PBL implementation should be
considered based on the curriculum objectives, especially in algebra. The study concludes that
PBL is able to enhance students’ thinking and soft skill, which are necessary to fullfill the
requirement of education in the twenty-first century.
Keywords: Mathematics, Problem-based Learning, Secondary school

INTRODUCTION
Mathematics can naturally help generate creativity and create an enjoyable environment as
well as have learning flexibilities (Brunkalla, 2009). Mathematics can also play a significant role
in representing, communicating and predicting events (Padmavathy & Mareesh, 2013).
Learning mathematics requires the students to actively participate in constructing knowledge,
and their grasp of it can lead to a more creative environment and quality of teaching. The
knowledge gained will guide students to think about how to make changes for the betterment
of society (Ali, Akhter, Shahzad, Sultana, & Ramzan, 2011). Mathematics are applied in many
fields in the real world (Baki, Çatlıoglu, Costu, & Birgin, 2009). However, the learning of
mathematics tend to emphasize more on the procedural methods rather than allowing the
students to think mathematically, thus making it difficult for the students to connect
mathematical concepts with the real world (Ginsburg & Amit, 2008; Macmath, Wallace, & Chi,
2009). In schools, students find mathematics difficult to grasp due to the lack of interesting
teaching approaches, insufficient quality of mathematics teachers and limited mathematics
laboratories (Ali, Hukamdad, Akhter, & Khan, 2010). Furthermore, the usual method of

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teaching and learning mathematics has lead the students to become passive as teachers act as
information providers, and they emphasize more on drilling the questions and rote learning
than meaningful learning (Hatisaru & Küçükturan, 2009; Noor Liza, Wan Karomiah, Abdullah, &
Yunita, 2011; Othman, Buntat, Sulaiman, Salleh, & Herawan, 2010). Therefore, the teaching
and learning of mathematics should emphasize student-centered approach that requires them
to construct their own knowledge and ability to think mathematically in school.
Student-centered approach is rooted in constructivism which support several learning
approaches including problem-based learning (PBL) approach (Gürsul & Keser, 2009; Macmath
et al., 2009). Students are required to construct their own schema about associated
mathematical ideas towards solving a problem. (Fatade, Mogari, & Arigbabu, 2013). Since the
problem drive learning of mathematics, therefore students gain new knowledge before they
can solve the problems given (Roh, 2003) by working collaboratively (Letchumanan, 2008).
However, students still need teacher as a facilitator. to play a significant role in learning
mathematics. Mathematics is an evolving science and a living subject that requires it to be
explored. The role of teachers is to give the students the opportunity to discover mathematics
in an exploratory way (Cazzola, 2008). Problem-based learning is the instructional approach
that requires students to apply theory into practice which will lead to the construction of
knowledge and skills through an ill-structured problem (Savery, 2006). In the mathematics
classroom, PBL focuses on problem-solving and conceptual understanding (Fatade, Mogari, &
Arigbabu, 2013). Unlike the conventional setting which emphasizes computational skills and
solving the problems without understanding the concepts. Since PBL is not commonly practice
in school setting, a comprehensive investigation on the impact of learning mathematics
through problem-based learning in schools is necessary.

RESEARCH QUESTIONS
This paper aims to answer the following research questions:
1. How is the implementation of PBL in mathematics in school level?
2. What is the impact of learning mathematics through PBL in secondary schools?

METHODOLOGY
A review on literature was carried out to determine the impact of learning mathematics
through PBL in secondary schools Papers and abstracts were retrieved based on the problem-
based learning in the title, abstract or keywords. This synthesis review only focuses on problem-
based learning in mathematics for primary and secondary schools, thus only published papers
that provide original and empirical meta-analysis which focused its implementation on students
were selected. The procedure of doing this synthesis review was based on the review of Dochy,
Segers, Bossche, & Gijbels (2003). The terms [PBL AND Mathematics], [PBL Secondary and
Mathematics], [PBL Primary and Mathematics] and [PBL] were used to conduct the search in
EBSCOHost, Google Scholar, IEEEXplore Digital Library, JSTOR, SAGE Journal, ScienceDirect,
Taylor & Francis Online, Web of Science and Interdisciplinary Journal Of PBL. Only papers which
were published from 2004 until 2016 were selected. However, to reduce the likelihood of
introducing bias at this stage, the electronic search was not narrowed down, and the

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subsequent iterations were done manually. One difficulty arises as the participants’ age group
was often not or insufficiently reflected in titles, keywords or abstracts. The electronic search
produced a total of 130 papers by using titles as the basis. Majority of the papers were
classified under the implementation of PBL in various fields especially in medical education and
science that required experiments to be done in labs. Since the focus of this study is to analyse
the implementation of PBL in mathematics for schools only, the initial output from the
electronic search was further screened. Finally, twenty-eight papers that matched our
requirements were selected for synthesis review. In this synthesis review, the author reviewed
the literature based on the narrative review. A narrative review synthesizes non-numeric data
in a systematic way to identify the meta-analysis needed (Jerzembek & Murphy, 2013). The
purpose of this synthesis review is to review the implementation of PBL in mathematics for
schools level.

Table 1 shows the reviews of the implementation of PBL in mathematics in secondary schools
Author Knowledge Duration of Result
Domain implementa
tion
(Cerezo, 2004) Area, Not Better group participants
perimeter, mentioned They students enjoy learning
and belief success for
students’ at-risk through
problem-based learning
Able to apply knowledge in
real life
Increased self-efficacy of
students
(Clarke, Breed, & Algebra 1 year Feel positive in mathematics
Fraser, 2004) class
Improvement in score for
IMP students
IMP girl students have
positive outcome
(Yahya & Zaman, 2007) Set 2 weeks The students have the type
of thinking which are
Hypothetical Deductive (HD)
and Empirical Inductive (EI)
of thinking
(Yahya & Zaman, 2008) Set Not The usage of the courseware
mentioned is effective for the students
in learning mathematical
concepts and solving
problems
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(Cotič & Zuljan, 2009) Not Not Experimental Group students

mentioned mentioned able to solve more difficult
mathematical problems
Experimental Group
Students more confident in
solving mathematical
problems
Experimental Group enjoy
learning mathematics
(Hatısaru& Küçükturan, Statistics 2 weeks 90% of the students thought
2009) the problem had an
educational issue
90% of the students thought
working in groups increased
their work and research
abilities
80% of the students thought
that mathematics is
connected to real life
90% of the students believed
that problem scenario was
suitable for their grade
(Hatısaru & Whole Not Found efficiencies and the
Küçükturan, 2009a) numbers and mentioned deficiencies of PBL method
digital and increased their
subjects motivation to lessons when
used in math lessons
(Ali et al., 2010) Set 4 weeks Better performance in
Information problem-solving
handling Difference between the
Geometry achievement level is due to
problem based strategy.
(Abdullah et al., 2010) Statistics 6 weeks PBL performed better than
traditional group
PBL is efficient as traditional
PBL and traditional showed
positive perception towards
group work
Mathematical
communication for PBL is
8.00 compared to traditional
7.21
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(Noer & M.Pd, 2011) Space Not Highest score for cooperation
mentioned Lowest score is questioning
skills
(Ali et al., 2011) Set 4 weeks Motivated using problem
Information solving achieved better than
handling by rote method
Geometry
(Yahya, 2011) Set Not PBL have students of 20% HD
mentioned and 80% IE and traditional
have students of 19.2% HD
and 80.8% IE
(Kohlhaas, 2011) Not 15 February More interested in
mentioned 213 May Mathematics after using
2011 problem based lessons
2 months Better attitude about
28 days mathematics and working
groups
(Happy et al., 2011) Algebra August until Cycle I - no improvement in
December critical and creative thinking.
2010 Cycle II - both showed
4 months improvement except for
creative thinking in the
aspect of fluency
(Li, 2011) Number 3 weeks Most of the students got
together and enjoyed the
discussion
Students’ performance in the
post implementation test
was better than the post unit
test
(Boone, 2013) Algebra Not Do effect students’ attitude
mentioned through PBL
Do change the students
belief towards mathematics
(Ajai, Imoko, & Algebra Not Higher performance
I.O’kwu, 2013) mentioned compared to conventional
method
Efficacy of using PBL in
enhancing the achievement
in Algebra
(Tillman, 2013) Not 2 years Higher levels of working and
mentioned (Cohort) helping their classmates
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compared to their peers in

traditional, teacher directed
instruction
(Fatade et al., 2013) Indices and 3 months Mean of post-test
Logarithms, achievement on the TMT for
Algebraic the experimental class was
Equations, higher (M=43.79) compared
and Series to mean of the control class
and (M=34.96).
Sequences. Post-test RDT achievement
mean score for the
experimental class (M=2.43)
was higher than the mean
score of the control class
(M=1.34).
(Padmavathy & Not Not Girls and boys attained
Mareesh, 2013) mentioned mentioned better achievement
(Kalaivani & Tarmizi, Algebra Not Enhanced conceptual
2014) mentioned knowledge of algebra. Ability
to resolve high order thinking
questions
(Fatade et al., 2014) Indices and 3 months Post-treatment BFMQ mean
Logarithms, score for the experimental
Algebraic class (M=3.44) was higher
Equations, than the mean score of the
and Series control class (M=2.89)
and mean score showed the
Sequences efficacy of the use of PBL in
promoting students beliefs
about further mathematics
(Ajai & Imoko, 2015) Algebra Not Equal achievement for
mentioned gender
Female more retained
knowledge compared male

(Adu & Olaoye, 2015) Algebra Not Language proficiency does

mentioned determine the achievement
of the students
Experimental group
performance better as well
as language proficiency
Method of teaching does
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affect the achievement of

Algebra
(Inpinit & Inprasit, STEM First Learning using PBL with the
2016) semester STEM education concept
of 2015 could develop the students’
mathematical conceptual
understanding better than
the traditional learning
method, with .01 level
significance
(Napitupulu, Suryadi, & Trigonometry Not Facilitate the students
Kusumah, 2016) and Circle mentioned getting their higher order
thinking skills especially
schools having middle or high
ability students through PBL
(Botty, Shahrill, Jaidin, Time & Not Develop teamwork skills
Li, & Chong, 2016) Currency mentioned through PBL
Exchange Improvement in post-test
especially in real life
knowledge and syllabus-
required knowledge however
the students fail to connect
prior knowledge.
(Zakariya, Ibrahim, & Not 4 weeks Positive effects in academic
Adisa, 2016) mentioned achievement and positive
effects on retention on
students through PBL
No significance different
between mean score of girls
and boys taught by PBL

Most of the studies shows positive impact upon learning Mathematics through PBL in school
and applied to specific domains of knowledge. The positive impact implies for both categories
students which are female and male (Ajai & Imoko, 2015; Padmavathy & Mareesh.K, 2013;
Zakariya et al., 2016). However, female students retained knowledge compared to male
students. Subsequently, there are limitation of implementation due to time consuming and the
role of teacher as a facilitator should be harnessed. More importantly the utilization of ICT
should be improved in process of learning through PBL to engage students and promote various
skills in line with the 21st century.

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RESULTS AND DISCUSSION

The impact of learning mathematics through PBL in secondary schools
From the review, PBL plays a significant role in developing cognitive and affective domain as
well as skills in using computer and information technology in learning mathematics through
PBL. Students are able to communicate well in groups and feel the usage of ICT is effective
to increase the understanding of mathematical concepts. However, their level of thinking
only enables the students to describe and order things rather than to explore or create
hypothesis for each finding (Yahya & Zaman, 2008; Yahya, 2011). This is due to the fact that
the teaching and learning of mathematics is more focused on problem-solving rather than
thinking mathematically. Furthermore, there is still a lack of ICT usage for learning
mathematics through PBL. Additionally, the combination of PBL with STEM able to develop
mathematical conceptual understanding (Inpinit & Inprasit, 2016).
Most of the review mentions that learning mathematics through PBL allowed students to
work in groups (Abdullah, Tarmizi, & Abu, 2010b; Botty et al., 2016; Hatisaru & Küçükturan,
2009; Hatısaru & Küçükturan, 2009a), and increased their confident level and motivation
(Alfred O Fatade et al., 2014). However, there existed deficiencies among the group
members, it was time consuming and less problem solving. Some of the group members
were not cooperative. Moreover, the students felt that they were always behind compared
to their other friends and the teachers did not play their role as facilitators (Hatısaru &
Küçükturan, 2009a). The main factor of PBL is emphasized on the learning process not the
final product or final solution. From this situation, the students also learnt how to control
the situation when in groups and play their role as the students. Teachers should understand
their role as the facilitator not as the information provider, therefore the students will learn,
not to be taught.
From the review, it also showed that students have a positive impact in their achievement
scores in learning mathematics (Alfred Olufemi Fatade et al., 2013; Kalaivani & Tarmizi,
2014; Padmavathy & Mareesh.K, 2013; Zakariya et al., 2016), their thinking skills through
PBL (Happy et al., 2011; Kalaivani & Tarmizi, 2014) and retention (Zakariya et al., 2016).
Another essential point, PBL able to facilitate higher order thinking skills among middle or
high ability students (Napitupulu et al., 2016). In PBL process, the students able to relate the
real life knowledge and syllabus required knowledge however fail to connect with prior
knowledge (Botty et al., 2016). According to Kalaivani and Tarmizi (2014) students
performed better in algebra or lower thinking questions compared to higher thinking
questions. This showed that PBL is able to foster the acquisition of knowledge and its
applications in real life.

The implementation of learning mathematics through PBL in middle school

From the review, the duration of implementation of problem-based learning in mathematics at
secondary level between 2 weeks (Yahya & Zaman, 2007) until 2 years (Tillman, 2013). This
shows that PBL can be implemented in middle school either intermittent or lengthy, however it
is depending on the objectives to be achieved and also the mathematical knowledge. For the
knowledge domains in algebra are reviewed starting 2004 until 2016, however most knowledge

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domains in algebra were not mentioned the duration of the implementation. PBL have the
obstacle in implementation due to time constraints because subject-based class period middle
school and high school less than an hour long (Ertmer et al., 2009). However, from the
reviewed, showed that there were positive impacts in implementation of problem-based
learning in mathematics. Teacher played significant role successful implementation of PBL to
provide various preparations compared to traditional approach (Botty et al., 2016; Xiuping,
2002).

FUTURE STUDIES
The potential study of problem-based learning in mathematics through computers should be
explored especially in domain of algebra. Algebra is important as a gatekeeper for entering
university and applicable in work place (Cai & Knuth, 2011; Choike, 2000; Walkoe, 2013). Most
of the findings emphasized on the effectiveness of the usage computers and focus on
knowledge of domain in set. The study should extended to other knowledge of domain.
Moreover, the usage of computer in learning mathematics through problem-based learning in
respect to identify and developed the thinking level and skills should be considered.
Furthermore, the potential role of teacher in implementing PBL should be explored
concurrently with the usage of ICT.

CONCLUSION
These findings show the positive impact in learning mathematics through PBL in schools.
Research on PBL has been widely implemented especially in the medical field. However,
that is not the case in learning mathematics through PBL as well as being equipped with the
necessary ICT in schools. Nowadays, the need for ICT in learning is important (Hack, 2013).
According to Ginsburg and Amit (2008), students actually deal with mathematical ideas in
daily life. However, due to formal education, the students can only memorize and apply their
knowledge on a concrete level but cannot relate the mathematical concepts with real life.
These leads to the question of how to teach mathematics effectively and relate it to real life.
As a conclusion, PBL played an important role to enhance thinking with support from ICT
with specific domain in mathematics. Therefore, learning mathematics in schools will
become meaningful as well as allowing students to enhance their thinking skills.

Acknowledgement
We gratefully acknowledge to the Research Management Centre (RMC), Universiti Teknologi
Malaysia for their financial support. This study was funded by Research Grant Scheme ( Vote
No. 14H17).

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