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.
Highlights
Problem-based teaching is a kind of preparing students for life, because life means facing with problems and attempts to understand and solve them
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
Shabani and Mehrmohammadi [11] have done another research with the subject: the effect of problem solving as a group on critical thinking of fourth-grade students of elementary schools in Tehran in experimental science, the results showed: on the one hand, problem solving method as a group activity, confirms comments and analysis of many scholars and plays an important role in fostering critical-thinking skills, and on the other hand, it is a guideline for the majority of teachers in providing opportunities for strengthening thinking especially critical thinking of students even in the early years of education
Summary
Problem-based teaching is a kind of preparing students for life, because life means facing with problems and attempts to understand and solve them. It was stated that there are many reasons why a problem-solving approach can make a significant contribution to the outcome of mathematics education This approach is a means to development of logical thinking, and it can create a platform for students for learning math, it can increase transferring skills to unfamiliar situations and is aesthetic per se. This study using the teachings of psychology of problemsolving thinking and following the experimental approach to training mathematical problem-solving, considered its effects on critical thinking and academic achievement of math among students of higher-education institutions in Saravan city
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