Examining the Effect of Problem-Based Learning Approach on Learners` Mathematical Creativity: A Meta-Analysis
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Abstract
Problem-based learning (PBL) is linked to developing learners` creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.
Keywords
Effect, Mathematical Creativity, Problem-based Learning
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Bron, J.F. & Prudente, M.S. (2024). Examining The effect of problem-based learning approach on learners` mathematical creativity: A meta-analysis. International Journal of Research in Education and Science (IJRES), 10(3), 653-668. https://doi.org/10.46328/ijres.3456
DOI: https://doi.org/10.46328/ijres.3456
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Abstracting/Indexing
International Journal of Research in Education and Science (IJRES)
![Creative Commons License](https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Editor: Wilfried Admiraal, The Netherlands
Place of Publication: Turkey & Name of Publisher: Ismail Sahin
ISSN: 2148-9955 (Online)