This mixed-methods study investigated the impact of teacher training in problem-based learning (PBL) on student outcomes. 127 third-grade students were divided into three groups: Group A (trained teacher using PBL), Group B (untrained teacher using traditional methods), and Group C (untrained teacher using PBL). Results showed that students in Group A significantly improved in applying knowledge compared to Group B. PBL significantly improved students' attitudes towards mathematics regardless of teacher training.
Publisher
Humanities and Social Sciences Communications
Published On
Sep 05, 2024
Authors
Nawaf Awadh K. Alreshidi, Victor Lally
Tags
teacher training
problem-based learning
student outcomes
mathematics
attitudes
third-grade education
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