The role of problem-based Mathematics teaching according to the Kirkpatrick's Model on problem-solving performance of mathematics teachers

Abstract

The process of evaluation is essentially the process of determining the realization of the educational goals in real terms through curriculum and education and represents the changes that occur in human behavior. Therefore, it is necessary that at the end of each training course (such as training classes, workshops, and training seminars), the teacher or evaluators, evaluate the implemented training program. In the curriculum approaches, learning the problem-solving ability is the ultimate goal of mathematics education. This skill requires empowering teachers with problem solving skills as one of the optimal ways to use capacities and to achieve educational goals. Therefore, the main goal of this study was to examine the problem-based mathematics teaching according to the Krikpatrick's model on problem-solving performance of mathematics teachers. The research design was of a pretest-posttest type with a control group. Using simple random sampling method, 100 male and female mathematics teachers, teaching mathematics at the middle school, were selected from Rabat Karim city, Tehran province. In pre-test and post-test of the traditional teaching and problem-solving based teaching in mathematics, data were collected through mathematical problem-solving performance test and Kirkpatrick's four-level questionnaire. Using SPSS software and R software, the results showed a significant difference between the scores of problem-solving performances between the two groups of control and experiment after the training, and through the equations, we showed that each level of the Kirkpatrick's model has a positive effect on the post-test scores of mathematics teachers