Title: The effects of a problem-based learning intervention on primary students' performance on greatest common factor and least common multiple and on their attitudes towards mathematics

Authors: Hui-Chuan Li; Tsung-Lung Tsai

Addresses: Moray House School of Education and Sport, University of Edinburgh, UK ' Department of Mathematics, National Changhua University of Education, Changhua, Taiwan

Abstract: Greatest common factor (GCF) and least common multiple (LCM) have been two of the most difficult topics for primary students to grasp, especially when they are required to apply the concepts to solving real-life problems. Reported here is a quasi-experimental study of a comparison between a PBL approach and a traditional lecture method. The study recruited 55 Taiwanese sixth-grade students (ages 11-12), and examined the effects of PBL on their performance on GCF and LCM and on their attitudes towards mathematics. A comparison of the groups on pre and post-tests showed that the treatment group had a higher mean score on the post-test than the control group. Results of the students' responses to pre and post-questionnaires indicated that there were statistically significant differences between the groups on the post-questionnaire, implying that PBL has a positive impact on students' attitudes towards mathematics.

Keywords: greatest common factor; GCF; least common multiple; LCM; problem-based learning; PBL; primary students; attitudes towards mathematics.

DOI: 10.1504/IJIL.2022.119636

International Journal of Innovation and Learning, 2022 Vol.31 No.1, pp.51 - 69

Received: 27 May 2020
Accepted: 06 Nov 2020
Published online: 13 Dec 2021 *

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