Investigating Grade 7 mathematics learners’ self-directed learning through problem-based tasks

Abstract

Mathematics is an essential subject since it helps learners to develop an understanding of spatial concepts and relationships and develops their ability to apply mathematics in the contexts of everyday situations. Mathematics teaching also involves developing knowledge and skills that will help learners not only to succeed in the classroom, but also to empower them in becoming productive citizens, who are able to apply the acquired knowledge and skills in the real-world context. The aim of the study was to investigate Grade 7 mathematics learners’ self-directed learning through problem-based tasks. Problem-based learning (PBL) is an approach where active learning is driven by solving real-world problems. This study used a qualitative research methodology. In total, 36 learners participated in this research. Two PBL tasks were assigned to the learners to be completed in groups. Data collection involved learners’ mathematics worksheets, reflective sheets as well as semi-structured interviews with randomly selected learners. Data were manually coded and analysed, and several themes emerged from the findings. The findings of this study showed that after the implementing PBL tasks, learners developed certain skills that are essential for self-directed learning (SDL). It is recommended that PBL should be implemented in the teaching and learning of Gr 7 mathematics learners. Early implementation of PBL can have a positive, lasting effect on learners’ SDL, which in turn enhances mathematics performance.