ERIC Number: ED262979
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
The Effects of Three Instructional Techniques on the Problem-Solving Ability of General Education Mathematics Students at the Junior College Level.
Payne, Harry E., Jr.
The study was designed to investigate: (1) the relative effectiveness of three techniques for teaching verbal problem solving to general education mathematics students in a junior college; and (2) the relationships between various student variables and problem-solving ability after treatment. Three classes (N=72) at Florida College were randomly assigned to treatment: flow charting (as employed in programming problems for a computer), heuristic (a method built around Polya's approach), or structure questioning (an approach designed by Phillips and Soriano). Pretests were given at the beginning of spring semester, followed immediately by the treatment for ten class periods. Posttests were given during the next two periods, with retention tests 11 weeks later. Significant increases were found from pre- to posttest for all three groups on typical problems. There were no significant differences between groups on posttests and retention tests. Three significant aptitude-treatment interaction effects were found, favoring the heuristic treatment for low achievers. No significant differences between groups were found from pre- to posttest on the novel problems; however, scores between groups were significantly different on the pretests. It was concluded that any of the three techniques might be used to aid junior college students' problem-solving ability. (MNS)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A