International Journal of Educational

Science and Research (IJESR)

ISSN(P): 2249-6947; ISSN(E): 2249-8052
Vol. 6, Issue 2, Apr 2016, 87-94
TJPRC Pvt. Ltd.

11TH GRADE STUDENTS ENGAGEMENT IN A MATHEMATICS

PROBLEM-BASED LEARNING (PBL) CLASSROOM
TIENCHAI CHAMASON & DUANGHATHAI KATWIBUN
Mathematics Education, Chiang Mai University, Thailand
ABSTRACT
In the twenty-first century, the students are expected to engage in their classrooms in all dimensions because
student engagement is increasingly considered as an indicator of successful classroom instruction (Kenny and Dumont,
1995). Student engagement in classroom activities also fosters emotional, social and behavioral achievement (Klem and
Connell, 2004). Problem-Based Learning (PBL) is one of active learning that support students engagement in all
dimensions so the researcher is interested in studying the 11th grade students, in a PBL classroom, by implementing the
PBL lesson plans adapted the PBL process from Othman, Salleh, and Sulaimans work (2013) including 1) introduction
to the problem, 2) self-directed learning, 3) group meetings, 4) presentations, and 5) exercises. This study showed the
results of students engagement in a mathematics Problem-Based Learning (PBL) classroom from the students
engagement observation, students engagement-self surveys adapted from Qi-Ping Kongs work (2003), teachers notes,
students reflections, and students interviews. The descriptive analysis and descriptive statistics (percentage, mean, and

dimensions is at a good level in all steps of the PBL processes.

KEYWORDS: Engagement, Problem-Based Learning, PBL, Mathematics Classroom

Received: Mar 19, 2016; Accepted: Apr 04, 2016; Published: Apr 08, 2016; Paper Id.: IJESRAPR201611

Original Article

standard deviation) would be used to evaluate the data. The researchers found that the level of engagement in all

INTRODUCTION
Background/ Objectives and Goals
Nowadays, passive classrooms are not satisfied among mathematics educators because passive learners are
assumed to enter their classrooms with empty minds like empty sponges to fill with knowledge from their teachers
(Mcmanus, 2001). As the results, the students would just passively remember without understanding. This leads to
many inefficient characteristics of the 21st century citizens, such as having low ability in applying their knowledge
in their daily lives. On the other hand, in active classrooms, the students are expected to engage in their classrooms
in all dimensions. In such classroom environments would allow the students to construct and apply the new
knowledge (Mcmanus, 2001).
In general, engagement is not only simply about good classroom attendance; but also a connection with
learning (Fredericks et al., 2004). Fredericks et al. (2004) also proposed a framework for engagement, including
cognitive, behavioral, and emotional engagement.
Firstly, cognitive engagement refers to students psychological investment in their own learning. Secondly,
behavioral engagement relates to students' participation in learning context. Finally, emotional engagement involves
with students feelings and bonds with their teachers, peers, and the school.

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Problem-Based Learning (PBL) is one of the active learning styles that have gained boards attention among
mathematics educators worldwide. In a PBL learning, it emphasizes students learning through the experiences of solving
real-world problems (Barrows, 1996) and it is assumed to support students engagement in all dimensions. According to
PBL classroom activities, the students are expected to learn with intrinsic motivations in the subject matter. The teachers
need to emphasize learning as opposed to recall; promote working within groups; and help students become self-directed
learners (The center for teaching and learning, 2001). Recently, Othman, Salleh, and Sulaiman (2013) proposed innovative
learning steps in PBL process, involving 1) an introduction to the problem 2) self-directed learning 3) group meetings 4)
presentations, and 5) exercises. Therefore, the researcher is interested in exploring the 11th grade students engagement in a
PBL classroom.

METHODS
The present mixed method research aims to investigate students engagement in a mathematics classroom
implementing a problem-based learning approach. This focused on 3 dimensions of students engagement: behavioral
engagement, emotional engagement, and cognitive engagement of 47 eleventh graders from a high school in Chiang Mai
Province, Thailand. The data were collected for 4 weeks from the 2nd week of November to the 2nd week of December
2015.The research instrument included PBL lesson plans adapted from Othman, Salleh, and Sulaimans framework (2013),
the students engagement observation forms for the teacher and teacher observers, students engagement-self surveys
adapted from Qi-Ping Kongs work (2003), teachers notes, students reflections, and students interview forms. Students
engagement-self surveys consisted of 47-item self-report instruments using a 5-likert scale. Before using the students
engagement-self surveys, the researchers examined the reliability of this instrument by trying it out with a parallel
classroom (Alpha Cronbach Coefficient, r = .82). The data in the PBL classroom were collected by one of the researcher,
as the classrooms teacher. Two teacher observers observed the classroom and used the students engagement observation
forms in each period. At the end of each period, students reflections, and teachers notes were used to reflect on teaching,
learning, and students engagement. Video tape recordings were used to provide backup data. At the end of this study,
students engagement-self surveys were used to reflect the students engagement in all dimensions.
Moreover, 9 students were selected according to their mathematical abilities (3 high, 3 average, and 3 low) in
order to interview about their engagement in the PBL classroom. The data were analyzed in both qualitative and
quantitative manners. The data from students engagement observation forms, teachers notes, and students interview
forms were analyzed by means of descriptive analysis. Meanwhile, students engagement-self surveys were analyzed by
using descriptive statistics, including percentage, mean, and standard deviation.

RESULTS/ CONCLUSIONS
Part 1: The level of students engagement in the PBL classroom
Students engagement-self surveys adapted from Qi-Ping Kongs work (2003). Students engagement-self surveys
consisted of 47-items self-reported instruments with 5-likert scale with Cronbachs alpha of r=0.91.

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

11th Grade Students Engagement in a Mathematics Problem-Based Learning (PBL) Classroom

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Table 1: Mean and Standard Deviation from

Students Engagement-Self Surveys (n=42)
Cognitive Engagement
1. Surface strategy
2. Deep strategy
Emotional Engagement
3. Interest
4. Achievement orientation
5. Anxiety
6. Frustration
Behavioral Engagement
7. Attentiveness
8. Diligence

Mean

S.D.

3.34
3.59

1.19
1.23

3.64
3.95
3.56
2.52

1.29
1.39
1.36
1.10

3.59
3.70

1.26
1.30

From Table 1: The levels of students engagement in all dimensions are at good levels. Considering cognitive
engagement, students prefer deep strategies than surface strategies.
Considering emotional engagement, students have the highest level of achievement orientation while interest and
anxiety is nearly the same, but frustration is at a fair level.
Considering behavioral engagement, attentiveness and diligence are nearly at the same good level. From Figure
1.The levels of students engagement in all dimensions

Figure 1: Levels of Students Engagement in 3 Dimensions in the PBL (n=47)

From the students engagement observation, the level of behavioral engagement in the step of group meetings is
the highest among 5 steps of the PBL and the level of behavioral engagement in the step of introduction to the problem is
the lowest among the 5 steps of the PBL. The level of behavioral engagement in the step of self-directed learning and step
of presentation are the same.
Considering the level of emotional engagement in the step of presentation is highest among 5 steps of the PBL
and the level of emotional engagement in the step of self-directed learning is the lowest one among the 5 steps of the PBL.
The level of emotional engagement in the step of introduction to the problem and the step of exercises are the same
Considering the students engagement observation forms, the level of cognitive engagement in the step of group
meeting is the highest among the 5 steps of the PBL and the level of cognitive engagement in the step of introduction to the
problem is the lowest among the 5 steps of the PBL. The level of behavioral engagement in the step of self-directed
learning, the steps of presentation and exercise are the same.
Part 2: the characteristics of students engagement in PBL classroom

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Focusing on behavioral engagement data from the interviews, the researchers found that the students in all groups
(high, average, and low) paid attention to express their own opinion with their group. Students in 2 of the groups (high and
average) paid attention to accomplish the goal. The students with low mathematical ability group tried to learn new things
and listen to their friends carefully (see Table 2).
Table 2: Comparing characteristics of behavioral engagement from students interviews
Students Mathematical
Ability

High

Average

Low

Behavioral Engagement in Overall

Students participated in thinking activities and solving
problems.
Students put effort into work with their tasks when the
problem was challenging.
Students pay attention to their work in order to accomplish the
tasks on the given time. Students pay attention to present their
own ideas, and ask and answer the questions during the
presentation.
Students participated in elaborating and trying to reduce the
problems
Students participated in presentations and gave their own
opinion.
Students put effort into do their work because they tried to
compete with the other groups and they wanted their work to
be the best and to be different.
Students focused on solving the problem and paying attention
to accomplish the goal.
Students occasionally participated in the presentations but they
felt enthusiastic because they want to know the answers
Students tried to learn new things during the presentations and
tried to participate in answering the questions.
Students tried to solve the problem and share their ideas with
their friends.
Students carefully expressed their opinion, did the activity and
listened attentively to their friends.

Focusing on emotional engagement data from the interviews, the researchers found that students in all groups
(high, average, and low) felt enjoyment because they have a chance to discuss and share their own ideas in the preferred
relaxed atmospheres. The students in 2 groups (high and average) felt excitement when they solve the problem. The
students with high mathematical ability worried about the time and the difficulty of the assignment. The students with
average mathematical ability worried that their work would be similar to the others. In addition, the students with low
mathematical ability worried about their presentation (see table 3).
Table 3: Comparing Characteristics of Emotional Engagement from Students Interviews
Students Mathematical
Ability
High

Average

Impact Factor (JCC): 4.3912

Emotional Engagement in Overall

Students felt enjoyment because they had a chance to discuss and share their
own ideas with their friends within a relaxed atmosphere
Students felt exciting whenever they solve the problems.
Students felt worried about the time and the difficulty of the tasks.
Students felt enjoyment when discussing with their friends when a person has
unconventional ideas
Students prefer an unstressed atmosphere
Students felt that the task was challenging and they could learn by doing
Students felt exciting when they work in group and have a chance to discuss and
share their own ideas.
Students worried that their work will be similar to the other groups work.
NAAS Rating: 2.72

11th Grade Students Engagement in a Mathematics Problem-Based Learning (PBL) Classroom

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Table 3: Contd.,
Students felt enjoyment and excitement when they discussed and shared their
own ideas with their friends.
Students preferred an unstressed atmosphere.
Students felt that PBL was an innovate method. PBL deepened their own
knowledge.

low

Focusing on cognitive engagement data from the interviews, the researchers found that the students in all groups
(high, average, and low) realized that they could understand better when they were in the PBL classroom and they can
make better connections and apply their own knowledge into their real life (see table 4).
Table 4: Comparing Characteristics of Cognitive Engagement from Students Interviews
Students Mathematical
Ability

High

Average

Low

Cognitive Engagement in Overall

Students realized the background of the formulas. Students
preferred understanding more than remembering.
Students applied their knowledge to their real life and faced
the problems. Students could connect the statistics with the
real life.
Students could learn by doing that makes them to remember
better than in the traditional classroom.
Students could apply the knowledge into the real life because
they can practice by themselves.
Students could use their own experiences to solve the
problems.
Students could use their knowledge to apply further in the
university and PBL can help them to remember more.
Students could apply the knowledge better and urged them to
think all the time about answering the questions and the
presentation. It is the foundation of their living.

In analyzing teachers notes and students reflections by using framework of Fredericks et al. (2004), the
researchers found that students show their engagement in all three dimensions as follows:
Behavioral Engagement
The behavioral engagement is clearly observed in the step of the group meeting, the 3rd step of the PBL, which
allowed the students to solve the problems together. Most of the students paid attention to do their groups work, carefully
listening to their colleagues and actively sharing their opinions with their groups (See Figure 2). They also got involved in
planning and supporting their group to accomplish their goal. Moreover, most of the students reflected that they paid a lot
of attentions and participated in the group work. In addition, the students reflected their own views of the group work as
following examples:
I pay attention to do the group work by expressing my own ideas, accomplishing a setting goal.
During the group meeting, I try to put myself to participate in classroom activity
I participate in group work, help my team to do the task, and plan to get the best job

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Tienchai Chamason & Duanghathai Katwibun

Figure 2: Students Paying Attention to the Group Work, Carefully Listening to Their
Colleagues and Sharing their Opinions with the Group
Emotional Engagement
It is clear the emotional engagement in the step of presentations, the 4th step of the PBL, which allowed the
students to present their group work, discuss with their friends and make an overall conclusion. One of the researchers, as
the teacher, created a relaxed atmosphere in the presentations and discussion steps by giving the equal opportunities to all
of the students to express their opinions and to demonstrate their agreement with their friends. Most of the students felt
enjoyment (See Figure 3), satisfaction and excitement because they have had a chance to share their own knowledge in the
PBL classroom, they can compete with the other groups, and the atmosphere of the classroom is unstressed. Moreover,
most of students reflect that they feel enjoyment, satisfaction and excitement in the presentation step. In addition, students
reflect their own views on the step of presentation as following examples:
I am satisfied with this classroom because it is relaxed and unstressed.
I feel enjoyed because it is a positive competition to present the information to be better than the other groups.
It is fun, not stressed and not sleepy. These make 2 hours pass so quickly
It is fun and active. The classroom is not boring and unstressed because everyone has their right to share their
opinions, effectively

Figure 3: Students Feeling Enjoyment during the Presentation and

Classroom Discussion Cognitive Engagement
Cognitive engagements clearly observed in the step of the group meetings, the 3rd step of the PBL, which allowed
the students to solve the problems together. Most of the students focused on their group work (See Figure 4), the students
applied the prior knowledge to their group work and they connected other subjects with mathematical tasks or assignments,
to improve the quality of their work. Moreover, most of the students reflected that they applied their previously learned
knowledge to the group work. In addition, the students reflected their thoughts on the group work as the follows:
I pay attention to do the group work by expressing my own idea, accomplishing a setting goal.
I am able to use chart in primary school to support this presentation for accomplish the goal.
I use art and visual art to improve my group work
Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

11th Grade Students Engagement in a Mathematics Problem-Based Learning (PBL) Classroom

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Figure 4: Students Focus on their GroupWork

CONCLUSIONS
The findings revealed that the students in the PBL classroom have good engagement in all three dimensions:
behavioral, emotional, and cognitive engagement based on the framework of Fredrick (2004). By using students
engagement-self surveys adapted from Qi-Ping Kongs work (2003), the researchers found that the levels of the students
engagement in all dimensions were at good levels. The researchers have the following points to discuss:

The level of behavioral engagement in the 3rd step of the PBL processes: group meetings, is the highest one
among the 5 step of the PBL processes because the students engaged in various active activities in doing their
group work such as carefully listening to their colleagues and dynamically sharing their opinions with their group.

The level of emotional engagement in the 4th step of the PBL processes: presentations, is the highest one among
the 5 step of the PBL because the students engaged in discussing their thoughts in the PBL classroom, competing
with the other groups in a positive way In addition, the students felt that atmosphere of the classroom was
unstressed so they can freely share their own opinions with their classmates. In another words, the students
autonomy was supported in the PBL classroom.

The level of cognitive engagement in the 3rd step of the PBL processes: group meetings is the highest one among
the 5 step of the PBL processes because the students have to think deeply when they engage in solving a
challenging problems, applying and connecting their prior knowledge to their work, actively discussing ideas and
sharing their ideas with their groups.

ACKNOWLEDGEMENTS
The researchers would like to thank all of the people involved, who inspired the researchers to do this study,
including the teachers at mathematics department of Wattanothaipayap School, the faculty members in mathematics
education program, Faculty of Education, Chiang Mai University, the experts, our friends, and our families.
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Kenny, G. Kenny, D. and Dumont, R. (1995). Mission and Place: Strengthening Learning and

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Community Through Campus Design. Oryx/Greenwood. p. 37.

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Impact Factor (JCC): 4.3912

NAAS Rating: 2.72