Effectiveness of Project-Based Learning (PbL) Approaches in Enhancing Mathematics Problem-Solving Skills Mark Ren D. Villaflor, Eng^r. Joselito P. Nagayo and Izzy B. Villarico
Nueva Ecija University of Science and Technology, San Isidro Campus
Abstract
This study aimed to measure the perceived effectiveness of Project-Based Learning (PBL) approaches in enhancing mathematics problem-solving skills among Grade 9 students in one of the National High Schools in Nueva Ecija. Using a descriptive quantitative research design, data were collected through a adapted survey administered to students who had experienced at
least one PBL unit in their mathematics class. The study examined student perceptions in areas such as engagement, conceptual understanding, application, and confidence.
Findings revealed that students generally perceived PBL positively, particularly in terms of making lessons more meaningful, increasing motivation, and facilitating the application of math in real-world contexts. However, moderate ratings were given for problem-solving confidence and participation. No significant differences were found based on gender, socio-economic status, or number of PBL experiences, indicating a uniform perception across demographics. While students acknowledged some challenges, they also expressed overall satisfaction with PBL. The study concludes that PBL is a promising strategy for improving problem-solving skills and recommends further integration of PBL in mathematics education supported by structured guidance and teacher training.
Keywords: project-based learning, problem solving skills, student perception, learning experience
