Effects of Problem-Based Learning on Learners’ Attitudes and Mathematics Performance

Authors

  • JEMALYN ENCARNADO DELA CRUZ Author

DOI:

https://doi.org/10.64358/sih.v2i2.86

Keywords:

academic performance; attitudes toward mathematics; Grade VI learners; mathematics achievement; mathematics anxiety; problem-based learning; problem-solving skills; quasi-experimental design

Abstract

This study determined the effects of Problem-Based Learning (PBL) on learners’ attitudes toward mathematics and their mathematics performance among Grade VI learners. Specifically, it examined the learners’ attitudes toward mathematics before and after exposure to PBL, assessed their mathematics performance in the pretest and posttest, and identified whether a significant difference existed between the two sets of scores. The study employed a quasi-experimental one-group pretest-posttest research design involving 19 Grade VI learners of Atok Elementary School, Flora District, Apayao. Data were gathered using a Mathematics Attitude Scale and a 40-item standardized mathematics test. Statistical tools such as mean, mean gain, and paired sample t-test were used in analyzing the data. Findings revealed that learners developed a generally positive attitude toward mathematics after exposure to PBL, particularly in terms of interest, collaboration, and appreciation of mathematics, while mathematics anxiety decreased. Results also showed improvement in mathematics performance, with posttest scores significantly higher than pretest scores. The paired sample t-test confirmed a statistically significant difference between the pretest and posttest scores. The study concludes that Problem-Based Learning is an effective instructional approach in improving learners’ attitudes and mathematics performance.

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Published

2026-06-12

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

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Articles

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