Problem-based learning in basic mathematics modules: Effects on computational thinking and resilience
DOI:
https://doi.org/10.29408/jel.v12i2.34142Keywords:
basic mathematics modules, computational thinking, mathematical resilience, problem-based learningAbstract
The simultaneous development of computational thinking skills and mathematical resilience remains a challenge in basic mathematics learning at the higher education level. This study examines the effects of a PBL-based basic mathematics module on students’ computational thinking skills and mathematical resilience, as well as the relationship between these two constructs following the intervention. A quantitative quasi-experimental method employing a one-group pretest–posttest design was used. The participants were 31 students enrolled in a basic mathematics course who were engaged with the PBL-based module. Data were collected using a computational thinking test and a mathematical resilience questionnaire. Statistical analyses included descriptive statistics, normality testing, paired-samples t-tests, effect size estimation, and Pearson correlation analysis. The results indicated a significant and substantial improvement in students’ computational thinking skills (t(30) = −13.348, p < 0.001, Cohen’s d = 2.397) and mathematical resilience (t(30) = −13.338, p < 0.001, Cohen’s d = 2.396). However, no significant correlation was found between computational thinking skills and mathematical resilience after the intervention (r = 0.053, p = 0.777). These findings suggest that while the PBL-based module effectively enhances both outcomes, their development appears to occur relatively independently.References
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