The effect of real-life problem-solving training upon students' problem-solving ability

This study investigated the effect of real-life problem solving training upon high-school students' real-life problem solving ability, the level of their self concept, and their perception of the locus of control of their behavior. Also examined were sex and race differences, the relationship of real-life problem-solving ability with IQ, grade point average, and age, the effect of training upon school-related student behaviors, and students' evaluation of the training. One hundred twenty-one high school students (65 females, 56 males, 94 whites, 27 blacks) enrolled in four classes participated in the study. Based on the Separate-Sample Pretest-Posttest Control Group Design (Campbell & Stanley, 1963), the four classes were randomly assigned to the treatment and control groups. Within each class students were randomly assigned to pretest and posttest sub-groups. Students were tested one time in either the pretest or posttest sub-group. The Otis Quick-Scoring Mental Ability Tests (1954), Tennessee Self Concept Scale (Fitts, 1965), A Locus of Control Scale for Children (Nowicki & Strickland, in press), The Problem Solving Competence Measure, and teacher and student questionnaires were used to collect data. Classes in the treatment group received two 50 minute training periods for ten consecutive school days on each of the five problem-solving stages: (a) general orientation, (b) problem definition, (c) generating alternative solutions, (d) decision making, and (e) solution testing.