Constructing an Integrated Problem-Based and Collaborative Learning Model: Empirical Research on the Development of Fourth-Grade Primary School Students' Problem-Solving and Teamwork Skills in Mathematics Class
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| Title: | Constructing an Integrated Problem-Based and Collaborative Learning Model: Empirical Research on the Development of Fourth-Grade Primary School Students' Problem-Solving and Teamwork Skills in Mathematics Class |
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| Language: | English |
| Authors: | Lei Xie (ORCID |
| Source: | Asian Journal of Contemporary Education. 2025 9(1):82-93. |
| Availability: | AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Problem Based Learning, Cooperative Learning, Grade 4, Elementary School Students, Problem Solving, Teamwork, Elementary School Mathematics, Mathematics Instruction, Instructional Effectiveness, Foreign Countries, Integrated Activities, Teaching Methods, Skill Development |
| Geographic Terms: | China |
| ISSN: | 2617-1252 |
| Abstract: | In the 21st - century skills - oriented education, this study aims to bridge the gap in traditional mathematics teaching, which often addresses teamwork and problem - solving skills independently. It focuses on designing and assessing an integrated instructional model using Problem - Based Learning (PBL) via Collaborative Learning (CL) to equip students with integrated skill sets. A quasi - experimental single - group pretest/posttest study was carried out with 30 fourth - grade students. They participated in well - designed instructional activities, and their skills were measured using standardized instruments before and after the intervention. The results showed significant improvements in students' teamwork and problem - solving skills. Teamwork skills had a mean increase of 5.17 points (p < 0.05), and problem - solving skills improved by 3.10 points (p < 0.05). PBL and CL are effective in engaging students in divergent thinking, collaborative learning, and solving real - world problems. This empirically - validated instruction provides educators with a roadmap to develop key competencies for students' academic and career success, offering solutions to improve primary mathematics education for all - round student development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465158 |
| Database: | ERIC |
| Abstract: | In the 21st - century skills - oriented education, this study aims to bridge the gap in traditional mathematics teaching, which often addresses teamwork and problem - solving skills independently. It focuses on designing and assessing an integrated instructional model using Problem - Based Learning (PBL) via Collaborative Learning (CL) to equip students with integrated skill sets. A quasi - experimental single - group pretest/posttest study was carried out with 30 fourth - grade students. They participated in well - designed instructional activities, and their skills were measured using standardized instruments before and after the intervention. The results showed significant improvements in students' teamwork and problem - solving skills. Teamwork skills had a mean increase of 5.17 points (p < 0.05), and problem - solving skills improved by 3.10 points (p < 0.05). PBL and CL are effective in engaging students in divergent thinking, collaborative learning, and solving real - world problems. This empirically - validated instruction provides educators with a roadmap to develop key competencies for students' academic and career success, offering solutions to improve primary mathematics education for all - round student development. |
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| ISSN: | 2617-1252 |
