Impact of Problem-Based Learning Teacher Training on Ill-Structured Task Integration and Students’ Outcomes in Mathematics in Ugandan Secondary Schools

Abstract

The teaching and learning of mathematics through Problem-based learning (PBL) has been valued internationally as a viable pedagogical approach. Its expected efficiency in developing students’ outcomes and transferable skills has led many nations to consider its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which, to date, have received little research attention. The study aimed to investigate the impact of problem-based learning teacher training on the integration of ill-structured tasks and students’ outcomes in algebra in Ugandan secondary schools. Using a mixed-method design, data were collected from two mathematics teachers who completed a one-week intensive capacity-building workshop and 305 students from four schools in Mityana District, Uganda. Students were divided into experimental (150) and control (155) groups. Data from achievement tests, observations, and interviews were analysed using SPSS for descriptive and inferential statistics, and interviews were analysed thematically, via MAXQDA. Results showed improved instructional practices and problem-solving skills. The study recommended collaboration guidance, curriculum-aligned PBL tasks, and institutional support for effective implementation. The results demonstrate that when teachers receive appropriate training, they can successfully integrate ill-structured PBL tasks into mathematics instruction. The intervention yielded: increased teacher competence in setting inquiry-based, real-world problems, enhanced student engagement and motivation, improved problem-solving performance, reduced teacher dominance, and improved collaborative learning.