MATH PROBLEM-SOLVING APPROACH: IMPACT ON TEACHERS SUPPORT, STUDENTS INVOLVEMENT AND COHESIVENESS
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Abstract
The purpose of this study is to evaluate the math problem-solving approach impact on teacher support, students’ involvement and cohesiveness. The objective of this study is to evaluate how the problem-solving technique affects the aforementioned components of classroom dynamics, as well as to gain a better understanding of the dynamic that exists between students, instructors, and the learning environment. The research makes use of an experimental methodology, and the participants are a representative sample of forty ninth-graders from a public high school. The WIHIC questionnaire serves as the primary tool for data collection, with its primary focus being on the perceptions of students both before and after the application of the problem-solving approach. In order to conduct an analysis of the data, t-tests and calculations of effect size are utilized. The data indicate that after the implementation of the problem-solving strategy, there were considerable increases in students' cohesion, as well as improvements in teacher support and involvement. Students are more likely to get along with one another and engage in conversation when they participate in activities that require them to work together to solve a problem. Teachers, acting in the capacity of facilitators, provide students with tailored help while adjusting instructional methodologies in response to the students' unique requirements. In addition, the problem-solving technique encourages active student participation and intrinsic motivation, which drives students' dedication to learning. The long-term effects of different problem-solving strategies could be the subject of future research, as could the investigation of how effectively these strategies are used in a variety of educational contexts.
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