Affiliation:
1. Department of Mathematics & Computer Science Education, University of KwaZulu-Natal, Durban, SOUTH AFRICA
Abstract
The purpose of this quasi-experimental study was to investigate the effect of science, technology, engineering, and mathematics (STEM) problem-based learning (PBL) intervention on students’ problem-solving beliefs (PSB). To this end, the PSB questionnaire was administered to a group of eighty-six 10<sup>th</sup> graders across different socio-economic spectra working with an expert facilitator in a rural school that received curricular support and resources to specifically develop STEM teaching in eastern South Africa. The sample participated in two time periods (pre- vs. post-intervention) in which problem-based activities were utilized. A quantitative evaluation of the impact of an intervention on students’ subsequent beliefs as well as qualitative analysis of interviews with a sample of fourteen purposively selected students is presented. Results showed that participants increased their mathematical PSB <i>(p<.001</i> , <i>d=.50</i> ). The implications of these findings speak to the potential for teachers to utilize the results to provide opportunities for students to experience PBL activities.