Problem solving strategy is more effective than the scientific approach for students' ability to solve mathematical problems¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students taught with problem solving strategy scored significantly higher in problem solving ability than the scientific-approach group (t = 11.447, Sig. < 0.025). → Tambunan 2019
Evidence¶
Tambunan 2019¶
Hardi Tambunan. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students' Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2), 293-302. https://doi.org/10.29333/iejme/5715
q2 · i? · causal · r2
Quasi-experimental comparison of the two teaching approaches on problem solving ability; experimental group n = 138, control n = 139. Posttest means were 77.5435 (experiment) versus 73.6259 (control).
"The results of the t test show that the value of t = 11.447, Sig. < 0.025, the null hypothesis was rejected, and therefore, problem solving strategies are more effective than the scientific approach to students' abilities in solving mathematical problems."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Problem solving strategy is more effective than the scientific approach for 10th-grade students' mathematical communication ability — related
- Problem solving strategy is more effective than the scientific approach for students' mathematical creativity — related
- Problem solving strategy is more effective than the scientific approach for students' mathematical reasoning ability — related
- Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related
- Sharing task based on CPS produced better problem-solving ability than conventional lecture-based instruction — related
- Physics students taught with the Inquiry Training model based on JITT show higher problem-solving ability than students taught with cooperative learning in General Physics II — related
- Grade VIII students taught with a contextual learning model show higher increases in mathematical problem-solving ability than students taught with expository learning — related
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