Problem Based Learning: Errors Minimization, Conceptual and Procedural Understanding in Trigonometry

Abstract

This study investigated problem-based learning by utilizing mixed method approach in which 100 pre-service teachers were randomly selected from four Colleges of Education in the Volta-Oti Region of Ghana and assigned to control and experimental groups. Trigonometry Achievement Test (TAT) and semi structured interviews were used to collect quantitative and qualitative data respectively. During treatment, problem-based learning (PBL) method of instruction was used to teach the experimental group while the control group was taught by conventional instructional approach. Both pre-test (pre-TAT) and post-test (post-TAT) were administered to pre-service teachers and their responses were scored to obtain quantitative data. The results revealed that pre-service teachers in both groups had improved in their post-TAT compared to their pre-TAT. However, it was revealed that pre-service teachers in the experimental group performed better in the post TAT than those in the control group. Finally, the findings revealed that PBL instruction promotes students’ motivation. In conclusion, PBL instructional approach to teaching and learning of trigonometry concepts was found to promote students’ motivation and increased achievement in trigonometry than the conventional instruction. Subsequently, the implications for practice and research are discussed.