Development of Mathematical Concepts through a Problem-based Approach in Grade 3 Primary School Pupils

Abstract

This research aims to design and evaluate an experimental model of problembased mathematics instruction by conducting an experiment with 3rd-grade students in practical school settings. The objective is to determine the impact of the experimental instruction model on students’ achievements in mathematics knowledge, focusing on the first taxonomy level according to Gagne. The study utilizes an experimental pedagogical research approach within existing primary school classrooms. The experimental group (EG) experiences the problem-based instruction model, while the control group (CG) receives behaviorist instruction. The experiment spans 8 months and includes 240 3rd-grade students. Results reveal that the EG, despite a minor pre-test advantage, demonstrates superior posttest achievements in arithmetic, geometry, and logic when controlling for pre-test scores. This confirms the effectiveness of problem-based instruction in enhancing conceptual understanding.