Impact of PBLA in the Instruction of LP in Comparison to the Traditional Methods: A Case Study of Kalonga Secondary School Grade 12 Learners

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IX, September 2019 | ISSN 2454–6186

Impact of PBLA in the Instruction of LP in Comparison to the Traditional Methods: A Case Study of Kalonga Secondary School Grade 12 Learners

Teddy Malupande¹, Ellena Kumar²

¹Kalonga Secondary School, P.O Box 80925, Kabwe – Zambia
²The Copperbelt University, School of Mathematics and Natural Sciences, P.O. Box 21692, Jumbo Drive, Riverside, Kitwe – Zambia

Abstract: – The study was undertaken to explore theImpact of PBL in the Instruction of LPin Comparison to the Traditional Methods. The design used was a Pre-test and Post-test control group Quasi Experimental research design. This study involved two grade12 classes such that one was an experimental group (55 pupils) and the other class was a control group (56 pupils).
Before the treatment the two groups were given a pre-test in order to establish the equivalence as well as the homogeneity of the two groups and the post-test was used to assess the Impact of PBLA in Learning LP. The experimental group was treated with PBLA and the control group was taught using the traditional or lecture method. An achievement test was employed as the instrument which was given as a pre-test and post-test. A questionnaire was also used to determine the attitudes of the learners of the experimental group towards PBLA.
Data was analyzed using descriptive statistics: frequency, mean, standard deviation and skewness. Furthermore, data was analyzed using inferential statistics with independent sample t-test statistics and Mann -Whitney U test. The results of the study provided overwhelming evidence that the use of PBLA had an impact on learners in learning LP. After the intervention, it was found that there was a statistically significant difference in LP achievement post-test in favor of the experimental group and that gender factor did not affect the performance of students in the achievement of LP post-test. Moreover, the study found that experimental group students’ attitude towards learning LP through PBLA improved as well. The researcher concluded that PBLA was an effective Approach for teaching LP.

Keywords: PBLA is the Problem Based Learning Approach; LP is Linear programming; ECZ is Examination Council of Zambia; MOE is the Ministry of Education and CDC is Curriculum Development Centre.

Read More