effectiveness of teaching problem solving skill components on the attitude towards school

Abstract

The purpose of this study was to investigate the effectiveness of teaching problem solving skills on students' attitudes towards school. The research method is quasi-experimental, i.e. pre-test - post-test with a control group. In this way, in a specific time interval, the two experimental and control groups were compared with each other in such a way that the independent variable, i.e. the protocol of treatment sessions for teaching problem solving components, and the dependent variable of attitude towards school. The statistical population of this study was the fourth grade students of Marivan city in the academic year of 1402-1403, from which 30 people were selected by simple random sampling in two control and experimental groups (15 people in the control group and 15 people in the experimental group). became The tools of data collection in this study were Goldfarid and Dyson's problem-solving skill training protocol (translation of Ahmadi Alunabadi, 2010) and the school attitude scale of McCutch and Siegel (2003). The results showed that in the column, there is a significant level for the subscales (academic self-perception (0.003), attitude towards teachers and classes (0.039), attitude towards school (0.000), valuing school goals (0.002) and motivation/self-discipline (0.003) and based on the F value obtained in the post-test of the variable attitude towards school which is 20 17 is higher than the value of F in other variables, so the effect of problem solving skills training on the subscale of the attitude towards school has been greater.