The effect of problem-based learning approach on student success and attitude in teaching the subject of percentages

The aim of this study is to investigate the effect of using problem-based learning approach in teaching the subject of percentages in 7th grade on academic achievement and attitudes towards the course. The quasi-experimental design with pre-test post-test control group was used as a method in the study. Within the scope of the research, 64 students from Gazi Osman Paşa Secondary School were studied in the 2022-2023 academic year. Mathematics grade point averages of the students for the first semester were checked, and the Mathematics Achievement Test (MAT) prepared by the researcher was applied as a pre-test to determine the equivalence of the students in the 7-A and 7-D classes, which are close to each other. While teaching activities were carried out with the scenarios prepared with the problem-based learning method for 4 weeks with the experimental group from these two groups, which did not have a significant difference between the pre-test scores, that is, they were thought to be equivalent, the control group continued with the in accordance with the curriculum depending on the textbook. In addition, in order to determine the equivalence of the experimental and control groups in terms of attitudes, the Mathematics Attitude Scale (MAS) prepared by Önal (2013) was applied as a pre-test, and it was seen that there was no significant difference between the two groups in terms of attitude. Mathematics Achievement Test, lesson plans, scenarios, worksheets prepared by the researcher were used as data collection tool and the obtained data were analyzed with quantitative methods. Before starting the applications, MAT and MAS were applied to the experimental and control groups. At the end of the application, MAT and MAS were applied again. First of all, Shapiro Wilk normality analysis was performed on the tests applied with the SPSS program. Normally distributed data were analyzed using dependent groups t-test and independent groups t-test. The findings obtained according to the results of the research are as follows. Problem-based learning method is an effective method to increase academic achievement in teaching percentages, but it did not cause a significant change in students' attitudes towards mathematics.In other words, PBL contributes more to academic achievement than the current teaching method, but it has not contributed to the attitude at a level that can be considered valid. Since it takes a long time to change the attitude, it is thought that the 4-week period is insufficient to change the attitude.