The Effect of Integrating Algebraic Thinking in Problem-Based Learning via Virtual Environment among Secondary School Students

Abstract

In this paper, we conducted a study that integrated students’ algebraic thinking into the problem-based learning (PBL) process. Three different learning approaches, namely, the conventional approach (CA), the integration of algebraic thinking (AT) and the PBL approach with the integration of algebraic thinking (ATPBL); were implemented in three different schools involving 85 students in a quasi-experimental study. Results showed that the algebraic thinking process of students in ATPBL sessions was enhanced. A parametric test using MANCOVA revealed that the students from the ATPBL group performed better in exploring relationships, generalizing and formalizing, reasoning about and with representations, and using algebra as a tool compared to the students from the AT group. The ATPBL group performed significantly better in the manipulation of symbols and procedures, exploring relationships, generalizing and formalizing, reasoning about and with representations, and using algebra as a tool compared to the students from the CA group. Additionally, there was significant difference in students’ algebraic thinking in the AT group compared to the CA group. In conclusion, this study suggests that the PBL approach with the integration of algebraic thinking is able to enhance algebraic thinking among students at lower secondary level.