The Impact of M-learning and Problem-Based Learning Teaching Method on Students Motivation and Academic Performance

Abstract

The rapid advancement of information technology has significantly improved various facets of modern human existence. Despite the rapid progress in digital technology, there has been limited headway in utilizing technology to bolster mathematics education, particularly concerning problem-solving. This study aimed to evaluate the efficacy of M-learning and Problem-Based Learning (M-PBL) method in enhancing the motivation and academic performance of primary school students in mathematics. Employing an unequal-group quasi-experimental design, M-PBL method were developed based on M-learning Model, Problem-Based Learning Model, and Social Constructivism theories, resulting in 17 relevant activities for mathematics teachers. The effectiveness of these method was assessed through pre- and post-testing of an uneven control group, involving 64 Year 6 students from Johor Bharu district, Johor. Quantitative data, collected via questionnaires on student motivation and a mathematics academic performance test, were analyzed using SPSS. The results revealed significant differences in students' motivation and problem-solving skills after the implementation of MPBL method compared to conventional approaches. This research highlights the positive impact of M-PBL methods on schools, curriculum developers, parents, and the overall mathematics teaching and learning process.