The effects of a problem-based learning intervention on primary students' performance on greatest common factor and least common multiple and on their attitudes towards mathematics

Abstract

Greatest common factor (GCF) and least common multiple (LCM) have been two of the most difficult topics for primary students to grasp, especially when they are required to apply the concepts to solving real-life problems. Reported here is a quasi-experimental study of a comparison between a PBL approach and a traditional lecture method. The study recruited 55 Taiwanese sixth-grade students (ages 11–12), and examined the effects of PBL on their performance on GCF and LCM and on their attitudes towards mathematics. A comparison of the groups on preand post-tests showed that the treatment group had a higher mean score on the post-test than the control group. Results of the students’ responses to preand post-questionnaires indicated that there were statistically significant differences between the groups on the post-questionnaire, implying that PBL has a positive impact on students’ attitudes towards mathematics.