The Effects of Problem-Based Learning on Mathematical Problem-Solving Abilities and Mathematical Learning Achievement in Basic Mathematics for Careers among First-Year Vocational Certificate Students at Hat Yai Technical College, Songkhla Province

Abstract

Background and Aims: Problem-based learning (PBL) is an active learning process that emphasizes learners at the center of the learning process. It is a learning process that encourages learners to think systematically and promotes problem-solving skills, which are essential for learning in the 21st century. This research aimed to 1) compare mathematics problem-solving ability and academic achievement in vocational basic mathematics between the group that received PBL and the group that received conventional learning, and 2) compare mathematics problem-solving ability and academic achievement in vocational basic mathematics after receiving PBL with the 70 percent criterion.

Methodology: The population consisted of first-year vocational certificate students in the second semester of the 2024 academic year at Hat Yai Technical College. The sample consisted of first-year vocational certificate students who registered for the Basic Career Mathematics course in the second semester of the 2024 academic year in two classrooms. The research instruments included 1) problem-based learning plans, 2) conventional learning plans, 3) mathematics problem-solving ability tests, and 4) mathematics achievement tests. The statistics used included mean, standard deviation, and multivariate analysis of variance (MANOVA)

Results: 1. The problem-solving ability and academic achievement in basic vocational mathematics of the first-year vocational certificate students in the group that received learning management using problem-based learning were higher than the group that received learning management using normal methods, at the .05 significance level. And 2. The problem-solving ability and academic achievement in basic vocational mathematics of the first-year vocational certificate students after receiving learning management using problem-based learning were higher than the 70% mastery learning criterion, at the .05 significance level.

Conclusion: Problem-based learning (PBL) is clearly effective in developing mathematical problem-solving abilities and enhancing academic achievement in vocational mathematics among first-year vocational certificate students. The results of the study indicated that students who received PBL had significantly higher learning outcomes than those who received conventional learning. They also achieved problem-solving abilities and academic achievement levels exceeding the 70% threshold. These results demonstrate that PBL is an effective learning approach that can promote analytical thinking, problem-solving, and deep learning skills in vocational education contexts.