Abstract

• The study aimed to investigate the effects of problem-based learning on Grade 11 students’ economics achievement. A quantitative research method was used to compare economics achievement between the students who received instruction with problem-based learning and those who did not. The design applied was a quasi-experimental study with a nonequivalent control group design. The sample schools were randomly selected and the groups were intact. There were 102 participants Grade 11 students from two schools in Sagaing Township. Learning materials were selected from the Grade 11 Economics Textbook: Chapter 4 (Money and Banking). To establish the reliability of the instruments, a pilot study was conducted with (35) Grade 11 students. The reliability level of Kuder-Richardson for the pretest items was (0.97) and the value of Cronbach’s alpha for the posttest questions was (0.73). After the treatment, the data obtained were analyzed by using the independent samples t test. The results revealed that there were significant differences in economics achievement between the students who received instruction with problem-based learning and those who did not receive it at p<.01. By using Cohen’s d, the values of effect size (0.83) and (1.1) for both schools were larger than typical. It was proved that the experimental groups got better economics achievement than the control groups. This research highlights that problem-based learning is a more effective and well-equipped approach to raising economics achievement and problem solving skills.