Open Access Peer-reviewed Research Article

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

Article Sidebar

The Action Research Spiral
Download PDF
Submitted   May 23, 2024
Published   Aug 26, 2024
Issue    Vol 4 No 2 (2024)
DOI   10.25082/AMLER.2024.02.007

Views

674

Downloads

289

Citations

PlumX Metrics

Main Article Content

Puskar Singh Bohara corresponding author
School of Education, Kathmandu University, Kathmandu, Nepal

Abstract

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

Keywords
PBL, action research, prism and pyramid, engaged learning, inclusive education

Article Details

Supporting Agencies
This study is conducted under the South Asian Teacher Educators (SATE) fellowship of 'A Multimodal Approach for Teacher Professional Development in Low Resource Settings' project. The Global Partnership for Education Knowledge and Innovation Exchange, a joint venture with Canada's International Development Research Centre (IDRC), supports this work.
How to Cite
Bohara, P. S. (2024). Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research. Advances in Mobile Learning Educational Research, 4(2), 1122-1134. https://doi.org/10.25082/AMLER.2024.02.007
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Aziiza, Y. F., & Juandi, D. (2021). Student’s learning obstacle on understanding the concept of prism surface area. Journal of Physics: Conference Series, 1806(1), 012115. https://doi.org/10.1088/1742-6596/1806/1/012115
  2. Bastola, G. K. (2021). Project-Based Learning (PBL) in Nepalese EFL Classroom. Dristikon: A Multidisciplinary Journal, 11(1), 43–60. https://doi.org/10.3126/dristikon.v11i1.39133
  3. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
  4. Bringas, H. A. (2014). Localization & contextualization. SlideShare.
  5. Chiphambo, S. M., & Mtsi, N. (2021). Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1985. https://doi.org/10.29333/ejmste/10994
  6. Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). Teachers’ Professional Development. 21st Century Skills Development Through Inquiry-Based Learning, 109–129. https://doi.org/10.1007/978-981-10-2481-8_6
  7. Cropley, A. J. (2011). Definitions of Creativity. Encyclopedia of Creativity, 358–368. https://doi.org/10.1016/b978-0-12-375038-9.00066-2
  8. Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., Manandhar, N. K., & Luitel, L. (2023). Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers. Advances in Mobile Learning Educational Research, 3(1), 739–747. https://doi.org/10.25082/amler.2023.01.022
  9. ERO. (2018). Report of National Assessment of Student Achievement 2018, Grade 5. Sanothimi; Education Review office.
  10. ERO. (2019). Report of National Assessment of Student Achievement 2018, Grade 10. Sanothimi; Education Review office.
  11. Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: a scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735–762. https://doi.org/10.1080/13603116.2019.1572232
  12. Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
  13. Gao, W., & Zhang, X. (2023). Research on Project-Based Learning Practice in Primary School Mathematics Focused on Core Literacy Cultivation. International Journal of Education and Humanities, 11(3), 229–232. https://doi.org/10.54097/ijeh.v11i3.14898
  14. Goodman, B. (2010). Project-based learning. Retrieved from First State Military Academy. http://www.fsmilitary.org
  15. Hasanah, A. N., & Yulianti, K. (2020). Error analysis in solving prism and pyramid problems. Journal of Physics: Conference Series, 1521(3), 032035. https://doi.org/10.1088/1742-6596/1521/3/032035
  16. Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia. Journal of Physics: Conference Series, 1088, 012089. https://doi.org/10.1088/1742-6596/1088/1/012089
  17. Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463. https://doi.org/10.1080/00220671.2014.979911
  18. Irdani, L. R., & Santia, I. (2023). Model Pembelajaran Project Based Learning untuk Meningkatkan Ketuntasan Hasil Belajar Numerasi Siswa Kelas 1 SDN 2 Ngrawan. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 2721–2728. https://doi.org/10.62775/edukasia.v4i2.658
  19. Kadarisma, G., Senjayawati, E., & Amelia, R. (2019). Pedagogical Content Knowledge Pre-Service Mathematics Teacher. Journal of Physics: Conference Series, 1315(1), 012068. https://doi.org/10.1088/1742-6596/1315/1/012068
  20. Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling. Mathematics, 11(2), 449. https://doi.org/10.3390/math11020449
  21. Krajcik, J. S., & Blumenfeld, P. C. (2005). Project-Based Learning. The Cambridge Handbook of the Learning Sciences, 317–334. https://doi.org/10.1017/cbo9780511816833.020
  22. Levine, T. H. (2010). Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory. Teacher education quarterly, 37(1), 109-130.
  23. Luitel, B. C. (2009). Culture, worldview and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry (Doctoral dissertation, Curtin University).
  24. Luitel, B. C., & Taylor, P. C. (2005, April). Overcoming culturally dislocated curricula in a transitional society: An autoethnographic journey towards pragmatic wisdom. In annual meeting of the American Educational Research Association (AERA).
  25. Luitel, L. (2019). Nature of mathematics and pedagogical practices. A conference paper. Proceedings of the Tenth International Mathematics Education and Society Conference Hyderabad, India, 2019.
  26. Luitel, L., & Pant, B. P. (2019). Images of the mathematics curriculum held by school mathematics teachers: Mapping the road for transformative pedagogies. Empowering Science and Mathematics for Global Competitiveness, 510–516. https://doi.org/10.1201/9780429461903-69
  27. Zdemir, B. G. (2017). Mathematical practices in a learning environment designed by realistic mathematics education: Teaching experiment about cone and pyramid. European Journal of Education Studies, 3(5), 405-431.
  28. Pant, B. P., Luitel, B. C., & Shrestha, I. M. (2020, January). Incorporating STEAM pedagogy in teaching mathematics. In Proceedings of the Eight International Conference to Review Research in Science, Technology and Mathematics Education (episteme 8), Homi Bhabha Centre for Science Education, Mumbai, India. https://bit.ly/36Z9eJ9
  29. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students’ behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235. https://doi.org/10.1504/ijtcs.2019.102760
  30. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3), 231. https://doi.org/10.1504/ijtel.2019.100478
  31. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. Proceedings of the 13th International Conference on Computer Supported Education. https://doi.org/10.5220/0010413900550063
  32. Parissi, M., Komis, V., Dumouchel, G., Lavidas, K., & Papadakis, S. (2023). How Does Students’ Knowledge About Information-Seeking Improve Their Behavior in Solving Information Problems? Educational Process International Journal, 12(1). https://doi.org/10.22521/edupij.2023.121.7
  33. Petousi, V., & Sifaki, E. (2020). Contextualising harm in the framework of research misconduct. Findings from discourse analysis of scientific publications. International Journal of Sustainable Development, 23(3/4), 149. https://doi.org/10.1504/ijsd.2020.115206
  34. Pokhrel, M. (2023). Exploring Challenges Towards Learning Mathematics Among Secondary School Students in Nepal. Academic Journal of Mathematics Education, 6(1), 20–32. https://doi.org/10.3126/ajme.v6i1.63784
  35. Poondej, C., & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase student engagement in learning. Australian Educational Computing, 31(2). http://journal.acce.edu.au
  36. Rati, N. W., & Rediani, N. N. (2021). Teachers and Parents Perspective: Is It Difficult for Project-Based Learning (PjBL) During the Covid-19 Pandemic? International Journal of Elementary Education, 5(4), 515. https://doi.org/10.23887/ijee.v5i4.40836
  37. Reyes, J., Insorio, A. O., Ingreso, M. L. V., Hilario, F. F., & Gutierrez, C. R. (2019). Conception and application of contextualization in mathematics education. International Journal of Educational Studies in Mathematics, 6(1), 1-18.
  38. Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
  39. Schuelka, M. J. (2018). Implementing inclusive education. K4D Helpdesk Report. Institute of Development Studies.
  40. Setemen, K., Sudirtha, I. G., & Widiana, I. W. (2023). The effectiveness of study, explore, implement, evaluate model e-learning based on project-based learning on the conceptual understanding and agility of students. Journal of Technology and Science Education, 13(3), 583. https://doi.org/10.3926/jotse.1624
  41. Susilawati, S., & Supriyatno, T. (2023). Problem-Based Learning model in improving critical thinking ability of elementary school students. Advances in Mobile Learning Educational Research, 3(1), 638–647. https://doi.org/10.25082/amler.2023.01.013
  42. Taylor, P. C. (2014). Constructivism. Encyclopedia of Science Education, 1–7. https://doi.org/10.1007/978-94-007-6165-0_102-2
  43. Taylor, P. C., & Medina, M. (2013). Educational research paradigms: From positivism to pluralism. College Research Journal, 1(1), 1-16. Assumption College of Nabunturan, Philippines.
  44. Tiwari, D. D. (2023). Factors Affecting the Achievement of Students in Mathematics. Mathematics Education Forum Chitwan, 8(1), 11–23. https://doi.org/10.3126/mefc.v8i1.60473
  45. Tyata, R. K. (2018). Project-based learning for engaging students in Mathematics. Unpublished Master Dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal. http://surl.li/clzvr
  46. Tyata, R. K., Dahal, N., Pant, B. P., & Luitel, B. C. (2021). Exploring Project-Based Teaching for Engaging Students’ Mathematical Learning. Mathematics Education Forum Chitwan, 6(6), 30–49. https://doi.org/10.3126/mefc.v6i6.42398
  47. Van Driel, J. H., & Berry, A. (2010). Pedagogical Content Knowledge. International Encyclopedia of Education, 656–661. https://doi.org/10.1016/b978-0-08-044894-7.00642-4
  48. Verawati, A., Agustito, D., Pusporini, W., Utami, W. B., & Widodo, S. A. (2022). Designing Android learning media to improve problem-solving skills of ratio. Advances in Mobile Learning Educational Research, 2(1), 216–224. https://doi.org/10.25082/amler.2022.01.005
  49. Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.
  50. Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2023). A Review of the Literature for Designing and Developing a Framework for Adaptive Gamification in Physics Education. The International Handbook of Physics Education Research: Teaching Physics, 5-1-5–26. https://doi.org/10.1063/9780735425712_005
  51. Zourmpakis, A. I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers12070143