A Comparative Study between Using Problem-Solving and Traditional Teaching Principles on Educational Progress and Students Retention

2012 ◽  
Author(s):  
Habib Hezarjaribi ◽  
Mohammad Ali Nasrollahi
Keyword(s):  
Problem Solving ◽  
Comparative Study ◽  
Traditional Teaching ◽  
Educational Progress ◽  
Teaching Principles

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Piloting a problem solving module for undergraduate mathematics students

2019 ◽  
Vol 17 (2) ◽  
pp. 46
Author(s):  
David McConnell
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Mathematical Work ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Mathematics Students ◽  
Undergraduate Mathematics ◽  
Students First ◽  
Academic Year

We report on a new problem solving module for second-year undergraduate mathematics students first piloted during the 2016-17 academic year at Cardiff University.  This module was introduced in response to the concern that for many students, traditional teaching and assessment practices do not offer sufficient opportunities for developing problem-solving and mathematical thinking skills, and more generally, to address the recognised need to incorporate transferrable skills into our undergraduate programmes.  We discuss the pedagogic and practical considerations involved in the design and delivery of this module, and in particular, the question of how to construct open-ended problems and assessment activities that promote mathematical thinking, and reward genuinely original and independent mathematical work.  

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