The effect of teaching cognitive strategies on problem-solving performance of female and male students in fifth grade math course in Kahnouj city primary schools
Journal Title: Journal of Science and today’s world - Year 2014, Vol 3, Issue 12
Abstract
In the current study, the effect of teaching cognitive strategies on problem-solving performance of fifth grade math students was evaluated. To achieve this goal, 120 students, male and female, from primary schools of Kahnouj city were selected after matching according to Wechsler intelligence scores. Subjects of the study were randomly divided into test and control groups in their conventional classroom after matching based on the two variables of age and intelligence. Both groups were evaluated by the teacher made test in terms of underlying concepts including addition, subtraction, multiplication and division that are pre requirements of solving proportion as well as Pintrich and de Groot’s intrinsic motivation test with a reliability of 86% and significance level of 0.001. Then, 4 days a week for one month, 1 hour every day, the test group students were given cognitive and metacognitive strategies along with problem solving approach, and the control group students were given problem solving by means of practice and repeat. After the period of training both groups were evaluated in terms of problem solving and motivation. Two weeks after the first post-test on solving proportion, the second post-test which is the matching form of the first post-test was performed. Moreover, the learners of the test group within two weeks of problem solving training should be able to generalize and maintain the strategies they have learned to other situations. For comparison between the two groups the independent T-Test for dependent groups was used. The comparison of the mean scores of the study’s first hypothesis revealed that teaching cognitive strategies increased math problem solving performance of test group compared to the control group, therefore the first research hypothesis is confirmed. The second hypothesis of the research suggests that the girls’ mathematical problem solving performance in elementary school has a significant difference with boys, and this is in favor of the girls. The third hypothesis suggests that teaching cognitive strategies is maintained during a period of 2 weeks, and the fourth hypothesis indicates that teaching cognitive strategies to learn mathematics had no effect on increasing students' motivation.
Authors and Affiliations
Somayeh Tabaraki
Keywords
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