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Intact classes were used with 96 participants, 42 in the PBL experimental group and 54 in the control group taught by the Traditional Method (TM). Teacher-Made Test (TMT) and Researcher-Designed Test (RDT) provided data, analyzed through mean and standard deviation and tested with independent samples t-test. Findings show statistically significant post-test differences favoring PBL; recommendations include adopting PBL and integrating it into pre-service teacher curricula.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-problem-based-learning-on-senior-secondary-school-students-achievements-in-further-mathematics-vol-6-issue-3/588474/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-problem-based-learning-on-senior-secondary-school-students-achievements-in-further-mathematics-vol-6-issue-3/588474.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What learning approach does the study evaluate for Further Mathematics achievement?","Question",{"text":113,"@type":114},"The study evaluates Problem-based learning (PBL) against the Traditional Method (TM) for senior secondary students’ achievements in Further Mathematics.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the research designed and how many students participated?",{"text":118,"@type":114},"It used a pretest-post-test non-equivalent control group quasi-experimental design with intact classes, involving 96 students (42 in the PBL group and 54 in the TM group).",{"name":120,"@type":111,"acceptedAnswer":121},"What were the measured outcomes and what analysis was used?",{"text":122,"@type":114},"Outcomes were measured using Teacher-Made Test (TMT) and Researcher-Designed Test (RDT). Data were analyzed with descriptive statistics (mean and standard deviation) and tested using an independent samples t-test.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},588474,1792188451,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 6, Number 3, 2013  \nEFFECT OF PROBLEM-BASED LEARNING ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENTS IN FURTHER MATHEMATICS  \nAlfred Olufemi Fatade, David Mogari, Abayomi Adelaja Arigbabu  \nAbstract: The study investigated the effect of Problem-based learning (PBL) on senior secondary school students’ achievements in Further Mathematics (FM) in Nigeria within the blueprint of pretest-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught with the PBL and  \n54 in the control group taught using the Traditional Method (TM)) . One research instrument manipulated at two levels namely: Teacher-Made Test (TMT) and Researcher-Designed Test (RDT), was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the two hypotheses for the study using an independent samples t-test. Results showed that there were statistically significant differences in the mean post-test achievement scores on TMT and mean post-test achievement scores on RDT between students exposed to the PBL and those exposed to the TM, all in favour of the PBL group. Based on the results, the study recommended that the PBL should be adopted as alternative instructional strategy to the TM in enhancing meaningful learning in Further Mathematics classrooms and efforts should be made to integrate the philosophy of PBL into the pre-service teachers’ curriculum at the teacher-preparation institutions in Nigeria. Key words: Problem-based learning, Further Mathematics, Achievements  \n1. Introduction  \nMuch of the failure in school mathematics is associated with a tradition of teaching that is inappropriate to the way most students learn (National Research Council [NRC], 1989) . The ineffective teaching and learning of mathematics due to the traditional method (TM) of teaching that has dominated the classroom worldwide has been associated with the dismal performances of students in mathematics (Van de Walt & Maree, 2007; Dossey, McCrone, Giordano & Weir, 2002) . Traditional methods of teaching mathematics have been found to be very defective and full of many inadequacies that do not allow students to actively construct their own mathematical knowledge (Dubinsky, 1991; Mji, 2003). It has adversely affected effective learning at the different levels of education. Education is facing many challenges in terms of student performance particularly in the physical sciences (DoE, 2006) and this is as result of the introduction of new topics into the curriculum which the teachers perceive as difficult to teach (DoE, 2006) . Mathematics as one of the physical sciences is not left out as the performances of students in this critical subject at both internal and external examinations have remained low in many countries (Van de Walt & Maree, 2007) including Nigeria. In Lesotho, at the Junior Certificate (J. C.) and the Cambridge Overseas School Certificate (COSC) levels, the number of students that obtained grades A through C in Mathematics were less than 10%(MOET, 2003) . The Southern African Consortium for Monitoring Educational Quality (SACMEQ) Survey of sixth grade primary school students’performance in Reading and Mathematics conducted across 15 South and East African countries indicated that 2  \nLesotho’s mean score for Mathematics was below the SACMEQ average (Ratsatsi, 2005) . In Namibia, the low performance of students raises national concern amongst curriculum developers, policymakers and even politicians each year. In the Primary and Secondary schools in the northern regions of Namibia, teacher shortages persisted especially in Mathematics, Science and English which made  \nthe level of teaching in these subjects very poor (Beukes, Visagie, & Kasanda, 2007) . In South Africa, when apartheid ended, Mathematics was not offered and taken by learners i","cbCaifdEJH4CvLZG","https://ap.wps.com/l/cbCaifdEJH4CvLZG","pdf",185262,18,"English","# Introduction\n## Theoretical Background","[{\"question\":\"What learning approach does the study evaluate for Further Mathematics achievement?\",\"answer\":\"The study evaluates Problem-based learning (PBL) against the Traditional Method (TM) for senior secondary students’ achievements in Further Mathematics.\"},{\"question\":\"How was the research designed and how many students participated?\",\"answer\":\"It used a pretest-post-test non-equivalent control group quasi-experimental design with intact classes, involving 96 students (42 in the PBL group and 54 in the TM group).\"},{\"question\":\"What were the measured outcomes and what analysis was used?\",\"answer\":\"Outcomes were measured using Teacher-Made Test (TMT) and Researcher-Designed Test (RDT). Data were analyzed with descriptive statistics (mean and standard deviation) and tested using an independent samples t-test.\"}]","EFFECT OF PROBLEM-BASED LEARNING ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENTS IN FURTHER MATHEMATICS - 6 - Vol. 6 | PDF",1792065323,45]