LECTURERS’ CHALLENGES AND CONFIDENCE IN IMPLEMENTING PROBLEM-BASED LEARNING (PBL) IN MATHEMATIC SUBJECT

Abstract

Mathematics is categorized as one of the most poorly taught, widely hated, and very hardly understood subjects in elementary schools. Previously, students taught in traditional mathematics education environments were preoccupied with exercises, rules, and equations that need to be learned but are of limited use in unfamiliar situations such as solving real-life mathematics projects. In contrast to conventional mathematics learning environments, a Problem-Based Learning (PBL) environment provides students with opportunities to develop their abilities to adapt and change methods to fit new situations. Therefore, the qualitative part is chosen to get explanations from lecturers who are teaching mathematics at Malaysian Public University. One-to-one interview sessions using semi-structured interviews were chosen. The findings of the interview were arranged as follows: (1) lecturers’ knowledge and experience of teaching math to students; (2) students’ capability to master the basic skills and knowledge of mathematics; (3) applying the PBL method to teach Math, its challenges and confidence level throughout the PBL session; and (4) lecturers’ view towards the PBL challenges and usefulness applying in university level. The findings have revealed that teaching students using PBL positively affected student content knowledge and the development of skills such as collaboration, critical thinking, and problem-solving.