Effect of explicit problem solving instruction on problem-solving performance and conceptual understanding of students in introductory physics

• Main Author: Abana, Nelson Malupeng
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Problem solving > Study and teaching; Physics > Study and teaching; Instructional systems; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3311; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=10149&context=etd_masteral
• Institution: De La Salle University

This study focuses on the effect of Explicit Problem solving Instruction on students problem-solving performance and conceptual understanding in selected topics in mechanics. The study used the pretest-posttest, quasi-experimental design. This design consists of experimental and control group, but subjects are not randomly assigned. Four intact physics classes, with 162 students, were used as the subjects of the study and assigned to either experimental or control group. The two experimental classes were taught how to use an explicit problem solving strategy, while the two control classes were taught the conventional way of solving problems. These students were enrolled in Physics 1 (Mechanics and Fluids) during the first semester of school year 2005-2006 in Technological University of the Philippines, Manila. Students problem-solving performance and conceptual understanding were assessed both before and after instruction. A Modified Force and Motion Conceptual Evaluation (MFMCE) were used to measure the conceptual understanding while a teacher-made Problem Solving Test (PST) was used to assess the problem-solving performance of students. Students achievement was measured in terms of their performance scores in a teacher-made test consisting of 20 items multiple-choice test. The results of the study disclosed the following: (1) There is a significant difference in the problem solving performance gain scores between students using explicit problem solving strategy and those using the traditional problem solving strategy. (2) There is a significant difference in the conceptual understanding gain scores between students exposed to explicit problem solving strategy and textbook problem solving strategy. (3) There is no significant interaction between the methods of teaching and students reading comprehension on achievement.