Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana

The study was aimed at investigating the effectiveness of Problem-based Learning (PBL) in improving Mathematics teaching and learning for pre-service teachers in Ghana. It was largely qualitative and employed an exploratory case study that involved 32 first-year pre-service teachers from Akrokerri College of Education, Ghana. The study revealed that the PBL intervention was effective in teaching Mathematics concepts. Consequently, the authors suggested that further studies could be conducted to cover other Colleges of Education to give credence and boost the reliability of the method employed and the study as a whole. The study was not compared to other methods of teaching to determine its significance. The need to conduct further studies that enable fair comparison with other methods is encouraged.