Effect of problem-solving based methods on critical thinking and academic achievement of math among students of saravan higher education centers

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    The aim of the present study is to determine the impact of problem-solving based methods on critical thinking and academic achievement of math in students of higher-education centers in the second semester of academic year 2013-14, Saravan city. The research method in this study is quasi-experimental, with the control group as well as pre-test and post-test. The study population includes all students in the second semester of 2013-14 who studied math in higher-education centers of Saravan city whose number was 400 and 130 students were selected as statistical samples. Measuring instruments used in this study were a researcher made academic achievement of math test and Watson-Glaser critical thinking test. To give an approximation of the content validity of the tests, analyzing books contents and comparing it with the extent of usage for conceptual questions, tests content validity was assured to some extent. The reliability of the test was calculated using bi-section method that according to the figures obtained for pre-test and post-test respectively (r = 0.71 and 0.68), tests have an acceptable and relatively high reliability. To analyze the data, t-test was used. The results showed that academic achievement of math and critical thinking in the test group, compared to the control group were higher and the differences between their means were significant.


  • Keywords


    Academic Achievement of Math; Critical Thinking; Mathematics; Problem-Solving Based Methods.

  • References


      [1] H. Shabani, Educational Skills, Tehran: SAMT (2013).

      [2] A. Ahmadi, “Application of problem solving in science education”. Journal of Education. 1 (2001); 125-115.

      [3] A. A Seif, Modern educational psychology, Tehran: Agah (2013).

      [4] C. Myers, “Teaching critical thinking”, Translated by khodayar Abili, Tehran: SAMT (2012).

      [5] G. B. Watson, and E. M. Glaser, “Watson-Glaser critical thinking appraisal manual, forms A and B”, San-Antonio, TX: psychological corporation, (1980).

      [6] L. Magnussen, D. Inshida, and J. Itono, “The use of inquiry based learning”, J. of Nursing Education, 39, 8 (2000); 360-364.

      [7] B. Young and Beitz, “Developing critical thinking with active learning strategies”, Nurse Educator, 26 (1) (2001); 39-42 https://doi.org/10.1097/00006223-200101000-00016.

      [8] C. Garside, “Look who’s talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking strategies”, Communication Education, 45 (1996); 212-227. https://doi.org/10.1080/03634529609379050.

      [9] P. Tynjala, “Traditional studying for examination versus constructivist learning tasks”, Studies in Higher Education, 21, (1998); 185-200.

      [10] R. Marzano, et al., "Thinking dimensions in lesson planning and teaching". Translated by Ahghar Qodsi. Tehran: Yastarun (2001).

      [11] M. Mehrmohammadi,” why should we make the curricula problem-base”, Quarterly of education, No. 43 and 44, 1995, pp. 10-28

      [12] H. Shabani, “Impact of problem solving as teamwork on critical thinking and student achievement in fourth grade (Doctoral dissertation)”, Tarbiat Modarres University, Tehran (1999).

      [13] H. Babamohammadi, and H. Khalili, “Critical thinking skills of nursing students of Semnan University of Medical Sciences”, Iranian Journal of Education in Medical Sciences, Vol. 4, Issue 12 (2004); 29-23.

      [14] A. A. Seif, “Effectiveness of learning strategies on reading speed, recall and understanding different texts”, Journal of Education, the nineteenth year, 2(2003); 25-39.

      [15] D. Walsh, and R. Paul, “The goal of critical thinking: from educational ideal to educational reality”, Washington, D. C.: American Federation of Teachers, (1988).

      [16] E. Fathiazar, Teaching methods and techniques, Tabriz: Tabriz University Press (2012).

      [17] R.E. Slavin, Educational Psychology. Translated by Seyyed Mohammadi, Yahya. Tehran, Ravan (2013).

      [18] M. Qodrati, Comparison between the effects of cooperative learning and individual learning in the retention, comprehension, understanding, analysis and scientific judgment in experimental science course in fifth grade class. (Master thesis). Allameh Tabatabai University, Tehran (2001).

      [19] F. Khoshbakht, “Effect of collaborative and individual teaching on learning and free recall” (M.A. thesis). University of Shiraz, Shiraz (2001).

      [20] M. R. Keramati, Impact of collaborative learning on social skills development and mathematical achievement in fifth grade elementary students in Mashhad in academic year 2002-2003 (Ph.D. dissertation). Teacher Training University, Tehran (2002).

      [21] S. Karabenick, and J. Collins-Eaglin, “Relation of perceived instructional goals and incentives to college students’ use of learning strategies”, The Journal of Experimental Education, 65 (1996); 331-341. https://doi.org/10.1080/00220973.1997.10806608.

      [22] R. G. Dennick, K. Exley, (1998), “Teaching and learning in groups and teams” Biochemical Education, 26(1998); 111-115. https://doi.org/10.1016/S0307-4412(98)00028-4.

      [23] R. N. Baumberger-Henry, “Cooperative learning and case study: does the combination improve students” Nurse Education Today, vol. (25) Issue (3) (2005); 238-246.

      [24] S. D. Norris, “Synthesis of research on critical thinking”, Educational Leadership, 42 (4) (1983); 40-45.

      [25] M. Bahmani, et al, “Critical thinking skills in basic sciences students in Isfahan University of Medical Sciences”, Journal of Medical Education, Vol. 5, Issue 2, (2005); 45-41.


 

View

Download

Article ID: 8397
 
DOI: 10.14419/ijamr.v7i1.8397




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.