The Development of Mathematical Problem-Solving Skills in Permutations and Combinations through Problem-Based Learning Activities among Second-Year In-Service Mathematics Teacher Students at Pakse Teacher Training College

Abstract

This study aimed to develop mathematical problem-solving skills on permutations and combinations through problem-based learning activities among second-year in-service mathematics teacher students at Pakse Teacher Training College. The research focused on improving students’ problem-solving abilities during and after the implementation of problem-based learning in mathematics instruction. The sample group consisted of 24 second-year mathematics teacher students. The research instruments included four lesson plans designed based on the problem-based learning approach, post-tests administered after each lesson, a comprehensive post-test after all lessons, and mathematical problem-solving skill exercises. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings revealed that the average score after each lesson was 8.06, and the overall average score after all lessons increased to 8.88, indicating an improvement in students’ learning performance. Most students obtained scores between 7 and 8 after each lesson, accounting for 100% of the participants. In the overall post-test, 66.67% of the students achieved scores between 9 and 10, while 33.33% obtained scores between 7 and 8. Furthermore, students’ mathematical problem-solving skills showed improvement in each lesson, with the average score increasing from 3.54 to 4.75 and 3.79, respectively. These results indicate that problem-based learning activities effectively enhanced students’ mathematical problem-solving skills in the topics of permutations and combinations.