Effects of problem based learning approach on students? success in teaching the concepts of area and perimeter in seventh grade in primary schools

In recent years, scientific innovations are rapidly reflected to everyday life and change the world?s social order. It is important for the individuals to adapt to these changes in terms of their quality of life and regarding society. The continual nature of change affects the qualities (non-dogmatic, have the ability to think flexible and so on) demanded from the people of our age. In order to have the people acquire these qualities, the changes in the knowledge, skill and teaching methods are carried out by reviewing the educational programmes.In our country, curricula based on constructivism have been implemented since 2005-2006 school year. Constructivism comprises different learning strategies. Problem Based Learning, one of the strategies mentioned, forms learning activities around problems that may arouse the students? curiosity. In addition, problem-based learning aims at helping the students to solve the problems by using various strategies and methods and providing them with the qualifications required by modern world.In this study, it is aimed to determine the effect of problem-based learning on students? academic success and attitudes towards geometry in teaching the concepts of area and perimeter in seventh grade mathematics classes.In the research, pre-test, post-test, experimental research model with experimental and control groups were used. The subjects of the study are 47 seventh-grade primary school students who attended the classes through 2009-2010 school year. The unit about the subject area and perimeter in quadrilaterals which is included in the seventh grade mathematics syllabus were presented through Traditional approach to 23 students in control group and through Problem Based Learning approach to 24 students in experimental group. Qualitative and quantitative research methods were utilized in this research. A constructivist and problem-based lesson plan was developed to have students understand area and perimeter operationally and conceptually and to improve their problem solving skills and attitudes towards mathematics. The effect of problem-based learning was determined by the results collected through an achievement test and attitude scale given to students after the lesson plan mentioned was implemented. The data in this research was collected through Geometry Achievement Test and Geometry Attitude Scale.The quantitative data were analyzed with SPSS 11.5 software package. Arithmetic Mean, Standard Deviation, Variance Analysis and T-test in were carried out to analyze the data.It was determined that there was no statistically significant difference between the two approaches in terms of academic success and attitude. However, observation and qualitative data related to experimental group led to positive comments on the contribution of problem-based learning.