Problem Based Learning (PBL): Using Reading Comprehension to Solve Mathematical Word Problem at Junior Secondary School Level

International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue XI, November 2019 | ISSN 2321–2705

Problem Based Learning (PBL): Using Reading Comprehension to Solve Mathematical Word Problem at Junior Secondary School Level

Arikpo, J. Okri¹; Genevieve N. Aglazor²

¹Dept. of Science Education, University of Calabar, Calabar, Nigeria
²Dept. of Curriculum and Teaching, University of Calabar, Calabar, Nigeria

Abstract: – Statistically speaking, Nigerian students perform much better in English language than they do in Mathematics (WAEC 2014-2016). While many studies (Anderson 2001, Savery 2006, Puri 2014) have identified various reasons for this disparity in performance, and have suggested ways and strategies to address each problem, Problem-Based Learning (PBL) has not been explored within the Nigerian context as an instructional strategy to help students overcome this challenge. This paper is designed to look at how PBL as an instructional strategy can be used to transfer students’ problem-solving skills in reading comprehension to mathematical word problem-solving. Summative outcome of the analyses indicates that well designed and facilitated PBL instruction enhances students’ academic skills transfer across the content areas including solving mathematical word problems. Problem-Based Learning is a curriculum development and instructional approach that simultaneously develops problem-solving strategies, disciplinary knowledge bases and skills. It places students in the active role of problem-solvers confronting sometimes ill-structured problems that mirror real-world situations.

Key words: Problem based learning, reading comprehension, Solve, mathematical word problem

I. INTRODUCTION

The development of problem-based learning emerged out of the medical field when Neurologist Howard S. Barrows noticed that medical students were bored in class and were dropping out of the programme. His investigation revealed that students were leaving the programme because they complained about not having opportunities to transfer theory to practice; i.e. there were no opportunities for them to apply what they had in classes to their real life practical work experiences two years later (Walker, Leary, Hmelo-Silver, & Ertmer (Eds.) 2015).
Rather than continuing the practice of lecturing and more lectures that drove students out of the programme, Barrows (1980) decided to put students in small groups and present them with actual patient medical problems to solve. He also required them to search and use whatever resources they considered relevant to help them solve the problem (Andrew Walker, Heather Leary, Cindy Hmelo-Silver, Peggy A. Ertmer (Eds.) 2015). Problem-Based Learning (PBL) can be traced back to what Cavanaugh (1997) described as Discovery-Based Learning of the 1960s (Cavanaugh1997).

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