A case study of problem-based learning approach in a mathematics online learning course

Abstract

Online learning has become common since then and has become a necessity during the Covid-19 pandemic. However, online learning is not as simple as converting face-to-face learning to online, therefore preparedness and readiness to produce effective online courses, especially mathematics online courses are urgently needed. Student engagement is one of the issues that need to be addressed in online learning, in order for students to stay motivated, participated and completed the course. Besides, problem solving and critical thinking skills are the important skills for students to develop, especially in mathematics related course. Both skills are also part of the 21st century skills and have been emphasized in Malaysia Education Blueprint 2013-2025. The problem-based learning (PBL) approach has been selected in this study as many studies have shown that PBL could enhance students' learning in terms of their abilities and skills in applying knowledge, problem solving, practicing higher order thinking and self-directing and reflecting their own learning. Under the PBL approach, students are responsible for their learning whereas teachers are responsible to facilitate students learning. In this study, the quasi-experimental research design has been applied to investigate the effectiveness of PBL approach on student performance in a mathematics online course, which has been implemented via Blackboard. Besides, the quantitative research using correlation analysis and t-test have been used to study the relationship of student engagement with student performance, as well as the effect of age and gender of students on both dimensions. We concluded that the PBL approach has significant impact on student performance in our study. We also concluded that the age and gender of student has significant impact on their class attendance, but no significant relationship can be obtained in terms of the Blackboard clicks and performance. Some recommendations are provided for future studies. © 2022 Author(s).