Application of Problem-Based learning in university mathematics education: a strategy for addressing academic obstacles
DOI:
https://doi.org/10.71068/qrhgr482Keywords:
problem-based learning, mathematics education, higher education, problem solving, academic achievement, active learningAbstract
Objective: To examine the association between a problem-based learning (PBL) intervention and mathematical performance in university students, integrating the empirical dataset with an explicitly described pedagogical intervention model.Method: A quantitative quasi-experimental pretest-posttest design with a comparison group was analyzed (N = 180; 90 intervention, 90 comparison). Outcome variables included pretest and posttest scores, change scores, derived six-item subscales of PBL participation and mathematical performance, Welch tests, standardized mean differences, structural validity evidence, internal consistency, and an ANCOVA adjusted for baseline performance. Model assumptions, influence diagnostics, and sensitivity analyses were also examined.Results: Baseline performance did not differ significantly between groups (p = .259). Mean change was 9.83 points in the intervention group and 2.70 in the comparison group, yielding a between-group difference of 7.12 points (p < .001; d = 1.34). ANCOVA estimated an adjusted intervention-group difference of 7.18 points (95% CI [5.61, 8.76], p < .001; R² = .761). The estimate remained stable after excluding eight potentially influential observations and under stratified bootstrap and HC3 inference.Conclusion: Within the quasi-experimental dataset analyzed, participation in the PBL condition was associated with a substantially greater improvement in mathematical performance. Structured PBL is therefore supported as a promising strategy for university mathematics; however, causal claims remain limited by the nonrandomized design.
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