Problem-Based Blended Learning in Mathematics and the Impact on Developing 21st Century

Skills: An Action Research Plan

Ashley Karr

EDLD 5315

Lamar University
 Problem-Based Blended Learning in Mathematics and the Impact on Developing 21st

Century Skills: An Action Research Plan

Society has undergone significant changes, impacting both students and their educational

needs and expectations (Pelletier et al., 2023, p. 41). In today's learning environments, students

find themselves immersed in settings that provide easy access to content, exposure to various

perspectives and ideas, and opportunities for interaction with their peers. Addressing the

requirements of modern learners involves the cultivation of 21st-century skills, such as

problem-solving, collaboration, and critical thinking. The integration of a problem-based

structure, coupled with blended learning, facilitates active engagement in meaningful real-world

problem-solving scenarios. This active learning approach, complemented by the utilization of

digital tools, encourages a shift toward a learner-centered mindset, aligning with the demands of

the 21st century. The focus of my action research is to investigate the implementation of

problem-based blended learning to create authentic, real-world learning opportunities while

fostering the development of 21st-century skills within the field of mathematics.

Fundamental Research Question

In problem-based learning, the learning begins with a real-world problem that requires

students to gain new knowledge before they can solve it ​(Witarsa & Muhammad, 2023). It is

through blended learning opportunities that students interpret, gather new information, identify

potential solutions, develop problem-solving skills, collaborate, discuss, and compare ideas to

come to their conclusion (Ojaleye & Awofala, 2018, p. 487). The purpose of this study will be to

implement components of problem-based blended learning to identify the impact of the

development of 21st century skills within fourth grade mathematics. The fundamental research
question is “In what ways does problem-based blended learning impact the development of 21st

century skills in fourth grade mathematics?”

Summary of the Literature Review

Educators must facilitate learning that promotes deep meaningful learning and aligns

with 21st century society's demands. This literature review explores the advantages and

challenges involved in implementing blended learning into a problem-based structure and the

impact on developing 21st century skills. Research supports the advantages of implementing

blended learning through the framework of problem-based learning. This literature indicates that

a blended learning approach enables students to own their learning of a concept and the

longevity of the learning itself. Problem-based learning could provide learners with more

opportunities to develop deep understanding of current content through connections to prior

knowledge with the support of blended learning. This student-centered approach permits students

to develop 21st century skills, such as critical thinking and problem solving, preparing students

to meet societal demands throughout their life. A potential weakness in some of the literature is

how problem-based learning combined with blended learning at the primary level affects a

learner's outlook as a mathematician over time. There is a wide range of research done at the

secondary and post-secondary level, but not widely researched at the primary level.

Study Information

The research will focus on specific components of implementing blended and

problem-based learning within mathematics. This study aims to analyze the impact a

problem-based structure supported with blended learning can impact the development of 21st

century skills within a fourth grade mathematics classroom.

Research Design

The study will involve a mixed-methods approach. Qualitative design will be

incorporated through student interviews and observations to analyze individual students'

perspectives on both blended learning and problem-based learning (Mertler, 2020, p. 126).

Additionally quantitative data collection will include rating scales and checklists. Combining

these types of data collection will allow for accuracy and support of the data collected (Mertler,

2020, p. 142).

● Quantitative Measures

○ District Created Assessments

○ Rating scales will be utilized for student responses during problem-based tasks

and blended learning. Such as the number of representations used to demonstrate

learning.

○ Tally charts to evaluate frequency of collaboration and engagement when working

on a problem-based task.

● Qualitative Measures

○ Educator survey with a 1 - 5 Likert scale response to analyze perspectives of both

blended and problem-based learning (Mertler, 2020, p.144). Student survey to

analyze their perspective on problem-based learning (‘Thinking Tasks’) and

blended learning. This will assist in identifying any potential challenges or areas

for improvement.

Data Collection and Analysis

While both parts of the research design are important, quantitative data collection of

assessment data will be highly valued. Student assessment data will allow for the educator to
compare classes, problem-based blended model vs non problem-based blended model, to identify

any trends or patterns.To fully understand how problem-based blended learning impacts

development of 21st century skills, quantitative and qualitative measures will be collected in

cycles. This approach will allow for an extensive evaluation of the effectiveness and further

implementation of problem-based blended learning at the primary level.

Timeline for Action Research

Timeline Activities

● Introduce research plans to teachers

and administration.
● Model and train educators on
problem-based tasks, implementation
Cycle 1: 4 - 8 Weeks
of blended learning environments, and
research methodology.
● Design learning modules.
● Collect baseline data

● Implement problem-based tasks with

blended learning.
● Educators document rating scales and
Cycle 2: 8 - 10 Weeks
tally charts.
● Educator and student assessment using
a survey (See Appendix A and B)

● Analyze data for patterns and

development of students.
● Lead debrief discussion to reflect on
effectiveness of problem-based
Cycle 3: 4 - 6 Weeks blended learning supporting the
development of 21st century skills.
● Share findings with stakeholders and
colleagues.
● Reflection on implementation

Sharing and Communicating Results

The outcomes will be communicated and disseminated to instructional coaches,

administration, and the mathematics department. Sharing these results with colleagues could
open avenues for professional learning opportunities or even grants to enhance implementation at

the campus level. Additionally, the findings could be shared online through the district website or

other publication channels. The research findings will further empower educators to refine their

instructional practices in mathematics, problem-based learning, and blended learning.

Well-informed educators can then reflect on their practices and eagerly anticipate further

refinement and innovation within their teaching methodologies.

Final Reflection

The implementation of problem-based blended learning in fourth-grade mathematics

holds the potential for students to take ownership of their learning experiences and the longevity

of the learning itself. Problem-based learning offers learners additional opportunities to establish

a deeper understanding of content through connections with prior knowledge, aided by the

support of blended learning. This student-centered approach allows students to cultivate essential

21st-century skills, such as critical thinking and problem-solving, thus preparing them to meet

societal demands throughout their lives. Employing both quantitative and qualitative research

methods, this study aspires to provide an extensive understanding of problem-based blended

learning in primary-level mathematics.

 References

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through

authentic learning. Creative Commons License.

Mertler, C. A. (2020). Action Research: Improving Schools and Empowering Educators (6th

ed.). SAGE Publications.

Ojaleye, O., & Awofala, A. O. A. (2018). Blended learning and problem-based learning

instructional strategies as determinants of senior secondary school students’ achievement

in algebra. International Journal of Research in Education and Science (IJRES), 4(2),

486–501. https://doi.org/10.21890/ijres.428286

Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., Grajek, S., &

Educause. (2023).2023 EDUCAUSE horizon report, teaching and learning education.

Educause.

Witarsa, N., & Muhammad, S. (2023). Critical thinking as a necessity for social science students

capacity development: How it can be strengthened through project based learning at

university. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.983292

 Appendix A

Educator Feedback Survey (Pre and Post): Implementation of problem-based blended

learning in fourth grade mathematics.

Thank you for your dedication and participation in this survey regarding the implementation of
problem-based blended learning in fourth grade mathematics. Your feedback is a critical part in
helping us understand the effects of problem-based blended learning. All responses will remain
confidential and will only be used for research purposes.

1. To what extent do you incorporate problem-based blended learning activities in your

fourth-grade mathematics lessons?
1 (Not at all)
2
3
4
5 (Frequently)
2. How confident do you feel in facilitating problem-solving discussions during
problem-based blended learning lessons?
1 (Not confident at all)
2
3
4
5 (Very confident)
3. To what degree do you observe an improvement in your students' problem-solving skills
after implementing problem-based blended learning?
1 (No improvement)
2
3
4
5 (Significant improvement)
4. How often do you integrate real-world scenarios or authentic problems into your
problem-based blended learning activities?
1 (Rarely)
2
3
4
5 (Consistently)
5. How well do your students collaborate with each other and engage during
problem-solving tasks within the problem-based blended learning framework?
1 (Poor collaboration)
2
3
4
5 (Excellent collaboration)

6. In your opinion, do you believe problem-based blended learning develops critical

thinking skills in your fourth-grade students?
1 (I don’t believe it does)
2
3
4
5 (Strongly believe it does)

7. How frequently do you incorporate technology or digital tools to enhance students'

learning or problem-based learning in your mathematics class?
1 (Rarely)
2
3
4
5 (Frequently)

8. To what extent do you believe problem-based blended learning prepares your

fourth-grade students for the 21st century in terms of problem-solving and critical
thinking?
1 (Not at all prepared)
2
3
4
5 (Very well prepared)
Explain why you rated this question the way you did in the space below.
______________________________________________________________________________
9. What are the biggest challenges you have encountered in implementing problem-based
blended learning for problem-solving and critical thinking skills?

Thank you for your time to complete this survey as your feedback is greatly appreciated.
 Appendix B

Fourth Grade Student Survey: Problem-based Blended Learning

Hello! We would like to know your opinion on some of the activities we have been trying in
math class this year like blended learning and ‘Thinking Tasks’.

How much do you enjoy doing activities in math class that involve solving real-world problems
or using cool and interesting problems?
● I don’t enjoy them at all
● I kind of enjoy them
● Very enjoyable

How confident do you feel when working with your classmates to solve math problems during
class activities?
● Not confident at all
● Kind of confident
● Very confident

How often do you think about different ways to solve math problems, especially when they are
about real-life situations?
● I rarely think about different ways
● I sometimes think about different ways
● I always thinking about different ways

How much do you like using technology or computers to help you learn math in class?
● Don't like it at all
● I sometimes like it
● I love it!

How well do you think you work with your classmates when your teacher asks you to solve math
problems together?
● Not well at all
● Sometimes well
● Very well
How interesting do you find the math problems that involve real-life situations or scenarios?
● Not interesting at all
● Somewhat interesting
● Very interesting

How much do you think problem-based learning or ‘Thinking Tasks’ helps you become better at
solving problems on your own?
● Not helpful at all
● Somewhat helpful
● Very helpful

How well do you think the math activities in class are preparing you for solving problems in the
real world when you grow up?
● Not preparing at all
● Somewhat preparing
● Preparing very well