Effects of Visualization and Problem Based Learning Approach on Students’ Conceptual Understanding of Mathematics: Case of Addis Ababa City Administration, Ethiopia

Abstract

This study investigates the effects of visualization techniques and problem-based learning approach on students’ conceptual understanding of Mathematics using quasi-experimental design. A group of 192 middle school students participated in the study. Research instruments used two-tier multiple-choice conceptual understanding tests. Visualization techniques, problem- based learning approach and visualization techniques integrated with problem- based learning approaches were used to teach intervention group 1 (IG1), intervention group 2 (IG2), intervention group 3(IG3) respectively, while conventional instructional approach (CIA) was used in the comparison group. The results revealed the existence of significant differences between the groups. This difference was statistically significant among the students’ conceptual understanding on Mathematics, Geometry and Algebra of the groups. The groups exposed to visualization techniques, problem- based learning approach and visualization techniques integrated with problem- based learning approach acquired relatively better Mathematics, Geometry and Algebra concepts when compared to the group of conventional instructional approach. Hence, suggested is the appropriate use of visualization techniques, problem- based learning approach and integration of visualization techniques and problem- based learning approach in teaching Mathematics contents. Moreover, the intervention group3 - visualization techniques integrated with problem-based learning approach was better for the development of sound or partial conceptual understanding.