Problem-Based Learning Approach in Preservice Teachers: Untold Stories
Main Article Content
Keywords
critical thinking skills, mathematics performance, problem-based learning
Abstract
Problem-based learning (PBL) fosters critical thinking skills (CTS) vital for achieving quality education for all (Sustainable Development Goals 4). This study investigates the experiences of purposely selected 20 first-year non-STEM mathematics preservice teachers at a State University in Negros Occidental in a PBL setting. This study employed concurrent triangulation mixed research methods and data collected through pre-tests, post-tests, and interviews. Pre-test results showed that the students were in the lower levels of CTS and performance in linear, quadratic, and polynomial functions problems. Most were Challenged Thinkers and performed at a minimal level. Post-test results showed that students improved their performance to Very Satisfactory as their level of CTS to be Advanced Thinkers. Focus group discussions (FGD) emphasized students' experiences with PBL. Results showed that PBL enhanced students' CTS and performance through exciting and challenging math problems, yet students find it tiring and time-consuming. They prefer teachers explaining step-by-step solutions.
References
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Mugot, D.C., & Sumbalan, E.V. (2019). The 21st century learning skills and teaching practices of preservice teachers: Implication to the new Philippine teacher education curriculum. International Journal of Multidisciplinary Research and Publications (IJMRAP), 2(1), 22-28. Retrieved from http://ijmrap.com/wp-content/uploads/2019/07/IJMRAP-V2N1P27Y19.pdf
Mustafa, S., Sari, V., & Baharullah, B. (2019). The implementation of a mathematical problem-based learning model as an effort to understand high school students' mathematical thinking ability. International Education Studies, 12(2), 117. https://doi.org/10.5539/ies.v12n2p117
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Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00208-5
Rico, A., Agirre-Basurko, E., Ruiz-González, A., Palacios-Agundez, I., & Zuazagoitia, D. (2021). Integrating mathematics and science teaching in the context of education for sustainable development: Design and pilot implementation of a teaching-learning sequence about air quality with preservice primary teachers. Sustainability, 13(8), 4500. https://doi.org/10.3390/su13084500
Shavelson, R. J., & Baxter, G. P. (2020). On measuring the quality of mathematics and science education: Achievement indicators. Measuring the Quality of Education, 35-54. https://doi.org/10.1201/9781003072416-3
Sulatra, J. R. S. (2022). Designing and implementation of instructional material to enhance critical thinking and problem-solving skills of students. Journal of Positive School Psychology, 340-351. https://journalppw.com/index.php/jpsp/article/view/6915
Tan, D. A., & Balasico, C. L. (2018). Students' academic performance, aptitude, and occupational interest in the national career assessment examination. PUPIL: International Journal of Teaching, Education and Learning, 2(3), 01-21. https://doi.org/10.20319/PIJTEL.2018.23.0121
Taşti, Ö. Y., & Yildirim, A. (2022). Critical thinking skills and dispositions of Turkish preservice teachers: A systematic review of research. Journal of Theoretical Educational Science, 15(3), 561-604. http://doi.org/10.30831/akukeg.1062721
Weimer, S. (2019). Students' agentic and efficacious behaviors in the elementary classroom as an indicator of teacher effectiveness in high poverty schools: A concurrent triangulation mixed methods study. Ball State University. http://cardinalscholar.bsu.edu/handle/20.500.14291/201671
Wong, F. M., & Kan, C. W. (2022). Online problem-based learning intervention on self-directed learning and problem-solving through group work: A waitlist-controlled trial. International Journal of Environmental Research and Public Health, 19(2), 720. https://doi.org/10.3390/ijerph19020720
Yilmaz, L., & Bas, F. (2021). An investigation of the variables affecting the problem-solving achievements of preservice secondary school mathematics teachers. International Journal of Curriculum and Instruction, 13(3), 2332-2359. https://files.eric.ed.gov/fulltext/EJ1312587.pdf
Appova, A., & Taylor, C. E. (2020). Providing opportunities to develop prospective teachers' pedagogical content knowledge. The Mathematics Enthusiast, 17(2), 673-724. https://doi.org/10.54870/1551-3440.1501
Arrastia-Chisholm, M. C., Alvis, A., & Miah, M. (2020). Vicarious reinforcement and punishment among the children of the incarcerated: Using social learning theory to understand differential effects of parental incarceration. National Youth-At-Risk Journal, 4(1), 38-51. https://doi.org/10.20429/nyarj.2020.040105
Benedicto, P. N., & Andrade, R. (2022). Problem-based learning strategies and critical thinking skills among preservice teachers. International Journal of Science, Technology, Engineering and Mathematics, 2(2). https://ssrn.com/abstract=4190124
Bonner, R. L., Stone, C. B., Mittal, S., Phillips, W., & Utecht, R. L. (2020). Preparing academics to teach: Example of a structured method of preparing doctoral students in business programs to teach. Journal of Management Education, 44(4), 435-463. https://doi.org/10.1177/1052562920907132
Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335
Coronel, C., & Tan, D. A. (2019). Twenty-first (21st) century skills and student mathematics performance in selfblend approach. International Journal of English and Education, 8(2), 342-357. https://www.researchgate.net/publication/332351631
Elder, L., & Paul, R. (2019). The thinker's guide to scientific thinking: Based on critical thinking concepts and principles. (4th ed.). Rowman & Littlefield. Thinker's Guide Library. ISBN: 1538133849, 9781538133842. https://books.google.com.ph/books?id=HDWbDwAAQBAJ
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking. Rowman & Littlefield. Library. https://books.google.com.ph/books?id=MXZPEAAAQBAJ
Flores, L. K. (2019). On education and equality among Filipinos. OSB, 1. https://d1wqtxts1xzle7.cloudfront.net/62159148/Education_and_Equality_Among_Filipinos20200221-89583-12i2inblibre.pdf?
Gray, David. (2014). Re: In mini focus group discussion, what is the minimum number of participant? Is it sufficient for three participants in a group? Retrieved from: https://www.researchgate.net/post/In_mini_focus_group_discussion_what_is_the_minimum_number_of_participant_Is_it_sufficient_for_three_participants_in_a_group/52eab217cf57-d7c50e8b4645/citation/download
Glen, S. (2023). Inter-rater reliability IRR: definition, calculation. Statistics How To.com: Elementary Statistics for the rest of us! https://www.statisticshowto.com/interrater-reliability/
Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem based learning to improve students' mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2), 291-300. Retrieved from https://files.eric.ed.gov/fulltext/EJ1194294.pdf
Hursen, C. (2021). The effect of problem-based learning method supported by Web 2.0 tools on academic achievement and critical thinking skills in teacher education. Technology, Knowledge and Learning, 26(3), 515-533. https://doi.org/10.1007/s10758-020-09458-2
Lapuz, A.M.E., & Fulgencio, M.N. (2020). Improving the critical thinking skills of secondary school students using problem-based learning. International Journal of Academic Multidisciplinary Research, 1(4) 1, 1-7. https://ssrn.com/abstract=35-43211
Leonares, S. R. (2016). Using heuristics in solving probability problems. Unpublished Dissertation. Bacolod City, University of St. La Salle.
Macaso, K. M., & Dagohoy, R. G. (2022). Predictors of performance in mathematics of science, technology and engineering students of a public secondary school in the Philippines. Journal of Social, Humanity, and Education, 2(4), 311-326. https://doi.org/10.35912/jshe.v2i4.990
Major, T., & Mulvihill, T. M. (2018). Problem based learning pedagogies in teacher education: The case of Botswana. Interdisciplinary Journal of Problem-Based Learning, 12(1). https://doi.org/10.7771/1541-5015.1543
Mirabueno, J. A. S., & Boyon, M. C. L. (2020). Senior high school academic progression in mathematics. PEOPLE: International Journal of Social Sciences, 5(3), 840-849. https://doi.org/10.20319/pijss.2020.53.840849
Mugot, D.C., & Sumbalan, E.V. (2019). The 21st century learning skills and teaching practices of preservice teachers: Implication to the new Philippine teacher education curriculum. International Journal of Multidisciplinary Research and Publications (IJMRAP), 2(1), 22-28. Retrieved from http://ijmrap.com/wp-content/uploads/2019/07/IJMRAP-V2N1P27Y19.pdf
Mustafa, S., Sari, V., & Baharullah, B. (2019). The implementation of a mathematical problem-based learning model as an effort to understand high school students' mathematical thinking ability. International Education Studies, 12(2), 117. https://doi.org/10.5539/ies.v12n2p117
Pritchett, L. & Viarengo, M. 2021. Learning outcomes in developing countries: Four hard lessons from PISA-D. RISE Working Paper Series. 21/069. https://doi.org/10.35489/BSG-RISE-WP_2021/069
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00208-5
Rico, A., Agirre-Basurko, E., Ruiz-González, A., Palacios-Agundez, I., & Zuazagoitia, D. (2021). Integrating mathematics and science teaching in the context of education for sustainable development: Design and pilot implementation of a teaching-learning sequence about air quality with preservice primary teachers. Sustainability, 13(8), 4500. https://doi.org/10.3390/su13084500
Shavelson, R. J., & Baxter, G. P. (2020). On measuring the quality of mathematics and science education: Achievement indicators. Measuring the Quality of Education, 35-54. https://doi.org/10.1201/9781003072416-3
Sulatra, J. R. S. (2022). Designing and implementation of instructional material to enhance critical thinking and problem-solving skills of students. Journal of Positive School Psychology, 340-351. https://journalppw.com/index.php/jpsp/article/view/6915
Tan, D. A., & Balasico, C. L. (2018). Students' academic performance, aptitude, and occupational interest in the national career assessment examination. PUPIL: International Journal of Teaching, Education and Learning, 2(3), 01-21. https://doi.org/10.20319/PIJTEL.2018.23.0121
Taşti, Ö. Y., & Yildirim, A. (2022). Critical thinking skills and dispositions of Turkish preservice teachers: A systematic review of research. Journal of Theoretical Educational Science, 15(3), 561-604. http://doi.org/10.30831/akukeg.1062721
Weimer, S. (2019). Students' agentic and efficacious behaviors in the elementary classroom as an indicator of teacher effectiveness in high poverty schools: A concurrent triangulation mixed methods study. Ball State University. http://cardinalscholar.bsu.edu/handle/20.500.14291/201671
Wong, F. M., & Kan, C. W. (2022). Online problem-based learning intervention on self-directed learning and problem-solving through group work: A waitlist-controlled trial. International Journal of Environmental Research and Public Health, 19(2), 720. https://doi.org/10.3390/ijerph19020720
Yilmaz, L., & Bas, F. (2021). An investigation of the variables affecting the problem-solving achievements of preservice secondary school mathematics teachers. International Journal of Curriculum and Instruction, 13(3), 2332-2359. https://files.eric.ed.gov/fulltext/EJ1312587.pdf
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Aug 31, 2023
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How to Cite
Maquiling, E. (2023). Problem-Based Learning Approach in Preservice Teachers: Untold Stories. Asia Pacific Higher Education Research Journal (APHERJ), 10(1). https://doi.org/10.56278/apherj.v10i1.1978
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Research Article
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