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Abstract
This study was designed to compare the effectiveness of two problem-solving practice techniques on student outcomes; specifically, problem-solving achievement scores, retention scores, and problem-solving preference scores of fifth grade mathematics students. Further, this study was to investigate whether cognitive learning style and gender would relate to student outcomes across two different problem-solving practice techniques.
One hundred and ten fifth grade students were selected from four central Nebraska schools as the sample. Instruments used in this study included: IPSP Problem-Solving Test, LCMP Problem Preference Test, and Group Embedded Figures Test.
In addition to the descriptive analysis, analysis of group differences was performed using three-factor multivariate analysis of covariance. Cognitive learning style and the two-way interaction between cognitive learning style and problem-solving practice technique were found to have significant effects on IPSP scores. The three-way interaction among cognitive learning style, problem-solving practice technique, and gender was found to have a significant effect on LCMP scores. However, problem-solving practice technique and gender had no effect on either test.
Educators and curriculum designers need to help students gain confidence in problem solving by giving them practice in solving a variety of problems and by making the students aware of the steps and methods of the process. Educators must use tools and materials best suited to a student's cognitive learning style. The computer appeared to affect results of field-dependent students. Field-dependent students can improve their problem-solving skills when alternative instruction modes are used. Educators may use the computer as a motivator to improve problem-solving skill without concern of its effects on gender; no distinction was found between the gender in either desire or ability to use the computer.
