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RESEARCH PAPER
The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs
1
Department of Mathematics & Computer Science Education, University of KwaZulu-Natal, Durban, SOUTH AFRICA
Online publication date: 2024-07-25
Publication date: 2024-07-31
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2486
KEYWORDS
ABSTRACT
The purpose of this quasi-experimental study was to investigate the effect of science, technology, engineering, and mathematics (STEM) problem-based learning (PBL) intervention on students’ problem-solving beliefs (PSB). To this end, the PSB questionnaire was administered to a group of eighty-six 10th graders across different socio-economic spectra working with an expert facilitator in a rural school that received curricular support and resources to specifically develop STEM teaching in eastern South Africa. The sample participated in two time periods (pre- vs. post-intervention) in which problem-based activities were utilized. A quantitative evaluation of the impact of an intervention on students’ subsequent beliefs as well as qualitative analysis of interviews with a sample of fourteen purposively selected students is presented. Results showed that participants increased their mathematical PSB (p<.001 , d=.50 ). The implications of these findings speak to the potential for teachers to utilize the results to provide opportunities for students to experience PBL activities.
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