Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

An investigation of the effects of problem-solving practice techniques, cognitive learning style, and gender on problem-solving achievement abilities and problem-solving preferences of fifth-grade mathematics students

Marilyn Rae Jussel, University of Nebraska - Lincoln

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.

Subject Area

Information Systems|Mathematics education|Educational software

Recommended Citation

Jussel, Marilyn Rae, "An investigation of the effects of problem-solving practice techniques, cognitive learning style, and gender on problem-solving achievement abilities and problem-solving preferences of fifth-grade mathematics students" (1988). ETD collection for University of Nebraska-Lincoln. AAI8914082.
https://digitalcommons.unl.edu/dissertations/AAI8914082

Share

COinS