The effect of problem-solving teaching approach on learning fractions in Grade 8

Abstract

Problem-solving teaching approach is critical in improving learners’ cognition and problem-solving skills in different content areas in mathematics. Therefore, this quantitative study evaluated the effect of the problem-solving teaching approach on learning Fractions in Grade 8. This study draws from Polya’s Problem-Solving framework that consists of sequential learning phases applied by the facilitator for intervention in guiding learners during their learning process. This study’s null hypothesis, which was rejected, stated that there is no difference between the problem-solving teaching approach and traditional teaching approach on learning addition and subtraction of fractions (H0): μproblem-solving approach =μtraditional approach. The positivist view in this study emphasised that the complexity of teaching and learning is understood through a scientific approach and numerical measurement. Participants were educators and learners in Mopani East and West District of Limpopo, categorised into experimental and comparison groups. The quasi-non-equivalent pre and post-test design, and questionnaire were used to engage the participants to access the empirical evidence. The 363 learners’ who took part were 175 experimental group learners’ and 188 comparison group learners. Participants were conveniently sampled, and no random assignment of participants was done. Data analysis combined both descriptive analysis and inferential Kruskal-Wallis and Sample Wilcoxon Signed Rank measurements. Learners were exposed to problem-solving learning in the experimental group and to traditional teaching and learning in the comparison group. In response to problem-solving teaching and learning, learners engaged in understanding the problem phase, devising the plan phase, carrying out the plan phase, and evaluating the solution phase through self-centred, group and self-regulated learning to build knowledge and skills. Findings revealed that learners who learned through problem-solving gained problem-solving skills and improved their performance. The results generated from SPSS, Kruskal-Wallis, Wilcoxon Signed Rank through paired t-test data analysis according to learners’ performance in experimental group indicates significant p-value of p=0.000 with large effect size H= 0.163, p<0.05. The large effect size implies problem-solving contributed significantly towards the improvement of learners’ problem-solving learning, skills, and achievement of moderate and advanced scores on learning addition and subtraction of fractions.