论文成稿

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solving is how to learn independently. It is the most convenient approach to achieve the aims of teaching learning process. According to Rhem,(1998) and Herrid, (2003) in present era problem based learning is extensively used nearly in all areas including mathematics and was first implemented in medical education in 1950s. When we examine the related literature it is seen that research studies focused on the use of problem based learning in elementary, secondary and higher education have been reached by 1980s (Gallagher, 1997 & Lambros,2002). 2. Objectives and Hypotheses

The major purpose of this study was to investigate the effect of using problem solving method in teaching elementary students in mathematics. Following were the main objectives of the study;

(i) To determine the role of problem solving method in the academic achievement of students in mathematics at elementary level.

(ii) To compare the achievement of students taught by problem solving method and students taught by traditional method. 3. Method and Procedure

3.4 Problem based learning task

In experimental group, before the treatment, six groups were formed in which six students in four groups and seven students in two groups were formed: these had different learning styles and academic performance. Then, students and teacher were trained to use problem based learning. During the treatment, students worked in small groups and deal with ill-structured problems. Every member of the group had some responsibilities. Students were supposed to participate actively in the group discussion. They had to share their knowledge, express their ideas and experience with each other while searching a solution to the problem. Each of them had to be sensitive to the needs and feelings of other group members. Apart from the group work, each student had to conduct an independent study and must be able to represent, communicate and evaluate his/her learning at both individual and group levels.

During the Problem based learning sessions, the teacher organised the groups and created a purposeful and co-operative atmosphere. The teacher ensured that students had control of the discussion. When guidance was needed, the teacher asked open-ended, very general questions and gave ample opportunity to students to focus on the goal. The teacher encouraged critical thinking. At the end of problem based learning implementation, students evaluated each other with respect to participation, preparation, interpersonal skills and contribution to group progress. In this way it was expected that students would become aware of the role, expected from them both individually and as a group. The experiment lasted for four weeks and it was expected that this period was long enough. After four weeks of treatment same post-test was administered. The difference between the pre-test and post-test was that the sequence of the test items was changed. 4. Results and Discussion

For acquisition of results quantitative research method was used in this study. The data collected were analysed using mean, standard deviation and t-test. It was found that there was a significant difference between the academic achievement of the students taught through

39 页 佳木斯大学教务处 第

毕业论文（设计）用纸

traditional method and problem solving method. It was also found that the academic achievement of the students was better who were taught through problem solving method as compare to the students who were taught through traditional method.

40 页 佳木斯大学教务处 第