The objective of this paper demonstrates how PBL helped learners unearth skills and exhibited active approaches to learning, through critical thinking, practice, and experience in readiness for the workplace. Using a purposive sampling technique, an experimental group with an average age of 10.5 years for 18 pupils was posed with practical real-world problems during a division of numbers lesson, leading to explorational learning whilst the control group with an average age of 10.2 years for 17 pupils was presented with the traditional teacher-centred technique with rote committal to memory. Based on the PBL instructional strategy, the teacher in the experimental group adopted a learner-centered method of instruction whilst the control adopted a teacher-centered method of teaching. At the end of the one-week lesson, a test was conducted. The mean assessment score of the experimental group was 89.9% and that of the control group was 46.7%. In comparing the relative effectiveness of the two groups, the study concluded that PBL is generally consistent with students’ understanding of concepts, indicating its superiority in the teaching and learning process due to the long-term knowledge retention and application over the teacher-centred method in the controlled group. By and large, PBL supports graduate employment, as learners reason outside the box and work in teams for creativity and innovation. This means that providing a traditionally teacher-centred teaching method did not challenge learners' research ability for knowledge and skills acquisition and transfer, limiting their competencies to explore effective ways of acquiring knowledge that develop practical skills.