PROBLEM-BASED LEARNING AND EARLY MATHEMATICAL PROBLEM-SOLVING: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY IN CHINA
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This quasi-experimental study examined the effectiveness of Problem-Based Learning (PBL) in enhancing mathematical problem-solving ability among second-grade students in an urban Chinese primary school. Addressing a critical gap in grade-specific PBL research, this study provides empirical evidence from early elementary education in East Asia. A total of 90 students from two intact classes were assigned to either a PBL group (n = 45) or a traditional instruction group (n = 45) for a 16-week intervention. A researcher-developed 20-item Mathematical Problem-Solving Test (Cronbach's α = 0.81) was administered as pre-test and post-test, supplemented by classroom observations and a post-intervention student questionnaire. Quantitative analyses included t-tests, ANOVA, and effect sizes with 95% confidence intervals.
Results showed that the PBL group significantly outperformed the control group in post-test scores, with a large and precise effect size (17.07 vs. 14.29, t(88) = 6.42, p < .001, Cohen's d = 1.35, 95% CI [1.02, 1.68]). Critically, low-achieving students in the PBL group demonstrated the greatest gains (M = 6.33), suggesting a potent equity-oriented effect. Student feedback was overwhelmingly positive, with 100% preferring group work and 95.6% reporting deeper conceptual understanding. These findings contribute methodologically, contextually, and equity-focused evidence to the literature, demonstrating that PBL, when implemented with authentic tasks and structured collaboration, significantly enhances early elementary mathematical problem-solving and engagement.
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