Effect Of Project-Based Learning Approach on Problem-Solving Ability in Mathematics among Secondary School Students in Kebbi Metropolis, Kebbi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025207Keywords:
Project-Based learning, Mathematics, studentsAbstract
Mathematics problem-solving skills is a vital component of 21st-century learning; however, many students face challenges due to lack of engagement and limited real-life application of concepts. Effect of Project-Based Learning approach on Problem-solving ability in Mathematics among Secondary School Students in kebbi Metropolis, Kebbi State. A quasi-experimental design was employed, involving some selected secondary schools within Kebbi metropolis, where the experimental group was exposed to PBL strategies, while the control group received traditional instruction. Data were collected using the Mathematics Problem-Solving Skills Test (MPST) and analyzed using descriptive and inferential statistics. The MPST was validated by experts in mathematics education and measurement and evaluation. Similarly, the reliability of the MPST was determined using the Kuder-Richardson 20 (KR-20) formula, where a reliability coefficient of 0.75 was achieved. The findings revealed that students taught through PBL demonstrated significantly improved problem-solving abilities compared to those in the conventional learning environment. The study concludes that project-based learning is an effective instructional method for promoting mathematical thinking and recommends its integration into the mathematics curriculum in secondary schools.
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