The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs

Benjamin Shongwe

doi:10.29333/ejmste/14879

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Benjamin Shongwe ¹ ^*

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¹ Department of Mathematics & Computer Science Education, University of KwaZulu-Natal, Durban, SOUTH AFRICA^* Corresponding Author

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 10^th 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.

Keywords

STEM
mathematical problem-solving
problem-based learning
problem-solving beliefs
problem-solving ability

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2486

https://doi.org/10.29333/ejmste/14879

Publication date: 01 Aug 2024

Online publication date: 25 Jul 2024

Article Views: 956

Article Downloads: 831

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How to cite this article

APA

Shongwe, B. (2024). The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2486. https://doi.org/10.29333/ejmste/14879

Vancouver

Shongwe B. The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs. EURASIA J Math Sci Tech Ed. 2024;20(8):em2486. https://doi.org/10.29333/ejmste/14879

AMA

Shongwe B. The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs. EURASIA J Math Sci Tech Ed. 2024;20(8), em2486. https://doi.org/10.29333/ejmste/14879

Chicago

Shongwe, Benjamin. "The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2486. https://doi.org/10.29333/ejmste/14879

Harvard

Shongwe, B. (2024). The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2486. https://doi.org/10.29333/ejmste/14879

MLA

Shongwe, Benjamin "The effect of STEM problem-based learning on students’ mathematical problem-solving beliefs". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2486. https://doi.org/10.29333/ejmste/14879