Abstract
The challenge of globalisation today requires students to acquire problem solving and communication skills besides good
procedural and conceptual knowledge of mathematics. This study was conducted to explore the effects of Problem Based
Learning (PBL) as an alternative instructional strategy in the teaching and learning of mathematics effectively in Malaysian
secondary schools. Previous research had discovered that that PBL enhances students’ team work, problem solving skills and
communication skills. In addition, interest in the subject significantly improved. A quasi experimental study with non-equivalent
control group posttest only design was conducted to investigate the effects of PBL on form four Malaysian students’ mathematics
performance, instructional efficiency and affective attributes. The experiment was carried out for six weeks involving 53 Form
Four students randomly selected from the district of Port Dickson. The experimental (PBL) group (n=29) were exposed to the
PBL instruction whereas the control (CT) group (n=24) were taught conventionally. There were five instruments used in this
study namely, mathematical learning worksheets, a posttest, Paas Mental Effort Rating Scale, a questionnaire on perception
towards group work, interest in mathematics and perception towards mathematics learning experience and a rubric evaluating
students’ effective use of Polya’s problem solving procedures, mathematical communication and teamwork. The data were
analysed using analysis of covariance (ANCOVA) and independent t-test. Students’ response to the questionnaire and
researcher’s observations based on the rubric were described using means, standard deviations and percentages. The findings of
the study indicated that PBL is just as efficient as the conventional teaching strategy in enhancing Form Four students’
mathematics performance. Even though both groups of students showed positive perception towards group work, interest in
mathematics and perception towards the learning experience they went through, the PBL group used the Polya’s problem solving
procedures more effectively, displayed better mathematical communication skills and showed stronger teamwork compared to
the CT group.