The Development of Problem-Solving and Creative Thinking Skills Using Problem-Based Learning (PBL) in Geometry for Sixth-Grade Students
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Abstract
The objectives of this research were 1) to examine the effects of the Problem-Based Learning (PBL) approach on students’ problem-solving skills; and 2) to investigate the effects of the Problem-Based Learning (PBL) approach on students’ creative thinking skills. A quasi-experimental pre-test and post-test between experimental and control group design were employed, involving 91 sixth-grade students. The experimental group received PBL instruction, while the control group was taught using conventional methods during the first semester of the 2025 academic year in a geometry unit. Data were analyzed using statistics including the arithmetic mean (M), standard deviation (S.D.), and t-test for independent samples.
The research findings revealed that:
1. In terms of problem-solving skills, the experimental group achieved a significantly higher post-test total score (M=112.46, S.D.=8.68) than the control group (M=91.35, S.D.=10.23), the average mean showing a statistically significant at the .05 level (t=6.892, p<0.001), which considered focus on the experimental and the control groups get the improvement score of all dimensions increased by 29.88 points and 8.93 points respectively while compare between pre-test and post-test.
2. In terms of creative thinking skills, the experimental group obtained a significantly higher post-test total score (M=12.35, S.D.=1.57) than the control group (M=8.77, S.D.=1.89), the average mean showing a statistically significant at the .05 level (t=6.789, p<0.001), which considered focus on the experimental and the control groups get the improvement score of all dimensions increased by 4.78 points and 1.12 points respectively while compare between pre-test and post-test.
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