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.