Exploring the application of Problem-Based Learning (PBL) in Mathematics at a TVET college in the Western Cape

Abstract

The problem-based learning (PBL) approach has been shown to positively influence academic performance in Mathematics at schools, but there has been limited research on its application in TVET contexts. Students in Technical and Vocational Education and Training (TVET) college Engineering programmes are compelled to undertake Mathematics in their studies, but performance statistics year-on-year show high failure rates, which affect students’ ability to complete their NCV programmes. An aim of this research was to determine whether the PBL approach might enhance creativity as well as higher order skills in Mathematics among students in their first year of study in the National Certificate Vocational (NCV) Level 2 at a TVET college in the Western Cape, in order to build a stronger foundation for successive levels. The research design included convenient sampling combined with a pre-test and post-test in this action research study. Data analysis was conducted using appropriate statistical procedures such as the analysis of paired sample t-test and standard deviation. Ultimately the research found that the application of PBL assisted students to optimally learn mathematical concepts and developed their problem-solving skills.