Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

Abstract

Background and Aim: The purpose of this research is to compare the effectiveness of teaching problem solving skills based on Tolman and Gestalt theories on the problem solving styles of high school students. Methods: The current research is applied in terms of purpose and in terms of method, it is a hybrid type of research. The statistical population included all female students of the first year of high school in Hamedan city, the statistical sample size was 75 people (3 groups of 25 people), problem solving skills with the theory of Tolman (1932) and Gestalt (1986), who were selected through the purposeful sampling method. To collect data, the problemsolving questionnaire of Desorilla, Nezo, and Mead-Olivers (2000) was used, and for data analysis, multivariate covariance analysis and Sheffe's post hoc test were used. Results: There is a difference between the effect of teaching problem solving skills based on these theories on students' problem solving styles (i-j=-3.6, P=0.003). The effectiveness of education based on Tolman's theory is higher than Gestalt's theory in all students' problem solving styles (i-j = 1.4, P = 0.0001). Conclusion: These trainings increase the use of positive and rational orientation styles and reduce the use of two negative, avoidant and impulsive orientation styles in students. The effectiveness of education based on Tolman's theory is higher than Gestalt's in all problem solving styles of students.