American Research Journal of Humanities and Social Sciences

This action research highlights the experiences of undergraduate students who studied Developmental Mathematics using the Problem-Based Learning(PBL) strategy. They were exposed to fifteen weeks intervention at a Higher Educationinstitution in Trinidad and Tobago called HilltopCollege. A review of the existing literature within the local context indicated that there is a paucityof information about theirexperiences.Consequently, their experiences are critically important since they can be an impetus for the formulation of policy and implementation towards the teaching/learning of Developmental Mathematics inthis country.Thus, it is absolutely necessary that policy makers heed the voices of these students especially when they are formulating curriculum that pertain to Developmental Mathematics. A qualitative case study was conducted to carefully ascertain their experiences and answer the research question: What are students´ experiences with Problem-Based Learning in the study of Developmental Mathematics at Hilltop College? Twenty-four students participated. A structured questionnaire and semi-structured interviews were utilized with four focusgroups. Data were analyzed under six major headings: Approach to teaching, social relationships, resources, pace of teaching, emotional intelligence and the role of the teacher. Recommendations strongly advocating that student-centered strategies be employed when studying Developmental Mathematics were also offered.