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Journal: International Journal of Advanced Research (Vol.10, No. 12)

Publication Date:

Authors : ;

Page : 209-217

Keywords : Problem-Based Learning Conceptual Understanding Problem-Solving Skills;

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This study had used Mixed Methods and pre-experimental design one-group pretest-posttest to determine the effects of Problem-Based Learning on students conceptual understanding and problem-solving skills. This study was participated by 73 Grade 11 students from one of the laboratory schools in Albay and had covered nine (9) lessons that include the topics on hypothesis testing, correlation, and regression. The findings of the study revealed that the performance of the students in their pretest-posttest had increased wherein from the overall mean score of 16.41 in the pretest, it became 40.92 after the posttest which had a mean gain of 24.51. Hence, the computed overall proficiency level had increased from 33% to 83.02% after the posttest. It was also revealed that after computing its computed t-value the result was 38.62 and was interpreted as highly significant at 0.05 level of significance. This data indicated that the Grade 11 students conceptual understanding was enhanced. On the other hand, the results of the performance of the students for problem-solving skills was computed through getting the 75% mastery level of every lesson presented to the students. It was found out that majority of the nine lessons had passed the 75% mastery level quota. This result implied that the students were able to solve the problems with proper solutions and had arrived at the expected answers as they were presented with the teaching strategy, Problem-based learningin their Statistics and Probability subject.

Last modified: 2022-12-28 21:06:23