The effect of problem-based learning approach on student achievement and attitude in teaching linear equations and inequalities

In this study, the effect of Problem Based Learning approach on the success and attitude of eighth grade students in the teaching of Linear Equations and Inequalities, was examined. In the research, an experimental pattern model with pre-test and post-test control groups was applied and answers to the following questions were searched: 1. Is there a statistically significant difference in the success scores and Maths attitude averages of the "Experimental group" where the Problem Based Learning approach is applied and the "Control group" where the current curriculum is applied in the teaching of Linear Equations and Inequalities? 2. Is there a statistically significant difference in the last test success scores and Math attitude averages of the "Experimental group" in which the Problem Based Learning approach and the "Control group" students in which the current curriculum is applied in the teaching of Linear Equations and Inequalities? 3. Is there a statistically significant difference in the success scores from the pre-test and post-test and Math attitude averages of the "Control group" students in which current curriculum is applied in the teaching of Linear Equations and Inequalities? 4. Is there a statistically significant difference in the success scores from the pre-test and post-test and Math attitude averages of the "Experimental group" students in which the Problem Based Learning approach is applied in the teaching of Linear Equations and Inequalities? The research sample consists of 33 students educating in a secondary school in the central district of Bitlis. While the lessons are taught as suggested by the curriculum in the control group, in the experimental group they are covered with problem scenarios within the scope of Problem Based Learning method. The courses were carried out by the researcher for 3 weeks. In the research Mathematics Achievement Test was used to measure success of students whereas Math Attitude Scale was used to measure their attitudes towards the course. The data obtained were analyzed by using a statistical program. The findings obtained from research are as follow: A significant difference was found in Mathematics Achievement Test of the experimental group conducted with the problem-based learning approach and the control group where the course was taught by the current curriculum. Additionally, in the Mathematics Attitude Scale there found a significant difference between the experimental group and the control group in favor of the experimental group.