Nontraditional Problem Solving for Developing and Assessing Critical Thinking, Affective and other Cognitive Skills of Students

Abstract

This study compared the effects of the nontraditional problem solving or problem-based approach and the traditional or algorithmic approach on students’ critical thinking skills, conceptual knowledge in mathematics, competence in problem-solving, attitude and confidence towards mathematics and problem solving, and their learning patterns and behavior. Both approaches included the use of non-routine mathematic problems, small-group discussions, journal writing, and a free choice of appropriate problem-solving techniques in solving given problems. While the nontraditional problem-solving approach introduced concepts by using problem situations, the traditional approach introduced concepts by using problem situations, the traditional approach introduced the same concepts mainly through lecture discussions. Research-designed lessons were used to implement and assess the treatments involved.

The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 100 students enrolled in College Algebra I during the second semester of AY 2001-2002 in the University of San Carlos, Cebu City, were the subjects of the study. These students were classified as high ability and low ability on the basis of their IQ scores.

The students in both the experimental and control classes showed initial comparability on all the factors being compared. The performance scores improve after the students were exposed to their respective treatments.