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 Table of Contents  
Year : 2015  |  Volume : 1  |  Issue : 2  |  Page : 131-134

Effectiveness of problem solving Training on self concept academic high school students in holillan kahreh

1 University of Bu-Ali Sina Hamadan, Hamadan, Iran
2 Clinical Psychology, Islamic Azad University, Ilam, Iran
3 Islamic Azad University, Tehran, Iran

Date of Web Publication27-Feb-2015

Correspondence Address:
Saeed VeisiKahre
Young Researchers and Elite Club, Kermanshah Branch, Islamic Azad University, Kermanshah
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2395-2296.152227

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Context: Academic self-concept, one of the factors affecting academic performance and the person's overall attitude toward their abilities in relation to school learning. Aims: The purpose of this study was to effectiveness of problem-solving training on self-concept academic high school students. Settings and Design: This quasi-experimental study was conducted with pretest-posttest and control group. Subjects and Methods: Statistical population included all first grade high school male and female students in Holilan of Ilam in the academic year 2013 to 2014, and the sampling method was multistage cluster sampling. In the pretest, questionnaire completed self-concept academic by the students and students had lower self-concept academic in the experimental two groups, and a one control group were replaced. The experimental groups received training in problem-solving method. Statistical Analysis Used: In order to analyze the data in all hypotheses, analysis of covariance, paired-samples t-test and SPSS 21 was used. Results: According to the findings, the problem-solving training causes increased self-concept academic students. Conclusions: Employing the method of solving problem increased self-concept academic students.

Keywords: Problem-solving, self-concept academic, students

How to cite this article:
VeisiKahre S, Imani S, Yosef Zade MR, VeisiPour M, Moradhaseli Y, Amiri RK. Effectiveness of problem solving Training on self concept academic high school students in holillan kahreh. Int J Educ Psychol Res 2015;1:131-4

How to cite this URL:
VeisiKahre S, Imani S, Yosef Zade MR, VeisiPour M, Moradhaseli Y, Amiri RK. Effectiveness of problem solving Training on self concept academic high school students in holillan kahreh. Int J Educ Psychol Res [serial online] 2015 [cited 2020 Aug 15];1:131-4. Available from: http://www.ijeprjournal.org/text.asp?2015/1/2/131/152227

  Introduction Top

Academic self-concept, one of the factors affecting academic performance, and the person's overall attitude toward their abilities in relation to school learning, [1] the perception of your character, [2] an individual's beliefs about his personal attributions, refer to themselves, [3] positive and negative belief about themselves, their acceptance or rejection, [4] interpreting the learning environment, [5] and reflects the individual's knowledge and perceptions about the strengths and weaknesses of ourselves, in a given field of study, and personal beliefs about our abilities, to successfully perform academic tasks at designated levels. [6] Positive thought about yourself, not only affect her education, but also the notion of positive factors, to achieve perfection in this study, and in contrast to students who feel good about their abilities, even without considering the race, color, rarely are successful in their academic activities. [7] The condition is characterized by academic self-concept, the result of interactions and experiences with others, [6] interpreting the experience educational and learning environment, [8] characterized by the fact, confirms that the self-concept of academic learning and achievement over time, and the teachers have an important role in shaping students' self-concept. [5],[6] Results of Hoti and Song [1] show that the academic self-concept, self-expression, and self-concept are much more than social, academic achievement, affect. Also Guay et al.[9] research showed that self-regulation and motivation, the relationship between self-concept and academic performance, play the role of mediator. Huang, [10] in a meta-analysis showed that a positive self-concept above, is associated with higher academic performance, and low self-concept and academic performance down.

Cognitive and meta-cognitive strategies, [11] academic success programs, [12] strategies settings, [13],[14],[15],[16] behavioral strategies, [15] creativity teachers, [17] and problem-solving skills, [15],[18] such factors, the increase in academic self-concept, are located in the research on training problem-solving, to increase academic self-concept, is discussed.

Some of the main objectives of education are problem-solving ability, creativity and initiative of students. With these skills, students will be able to accept the new conditions of life and their adjustment. These abilities grow, propelled through active teaching methods, it is possible. [19],[20],[21],[22],[23] After the development of efficient and accurate system of education, community arises, and it's important to numerous factors, including changing styles and teaching models in order to enable the use of modern methods and depend on. [24]

As a process of problem-solving behavior, and an active learning approach involves identifying and defining the problem, gathering information, a preliminary conclusion, the test results and evaluations and decisions, [4] a process for discovery, the sequence, the correct way, which leads to a goal or a solution [25] is defined as the cognitive or reveal a variety of potential responses to problem situations, provide and the probability of choosing the most effective response from among these different solutions increases, and in many ways, teaching problem-solving approach to help individuals learn to create an array, consider. [26],[27] Given the foregoing, the present study is that teaching problem-solving method on students' academic self-concept, effect or not?

  Subjects and Methods Top

The research design was a quasi-experimental. In this study, the pretest and posttest were used to control. A sample of 60 of them randomly, as the samples were selected as subjects in the experimental group and a control group (n = 30 for each) were inserted.The following measuring instruments were used: (a) Academic self-concept: The concept of a questionnaire study by  Dovlati, Yaghoobi & Mohagheghi [28] has been proposed. The questionnaire consists of 20 questions. Answer each question on a 5° range (never = 1 point, rarely = 2 score, sometimes = 3 score often score = 4, always = 5 points), is located. The experts confirmed the content validity, and reliability in research and  Dovlati, Yaghoobi & Mohagheghi [28] 0/89 been reported, and for the confidence subscale 0/76 for 0/85 effort subscale and for the total scale 0/73, is obtained. The coefficient of reliability, using Cronbach's alpha was 0/85.

Implementation of research manner

After placing the students, the purpose of the research, academic self-concept testing, and on all the girls and boys were executed. Tests of female students by male students, colleagues, ladies, and tests, completed by a male partner, and were answered. After this stage, the 80 students, their academic self-concept scores, one standard deviation below the mean of the total sample, 60 patients of the two groups (20 in the experimental group students, and the second experimental group, n = 20 students) and a control group (n = 10 girls and 10 boys) were inserted. The education problem in the experimental group was given (problem-solving training curriculum based on the five-step method of Dixon and Glover). The training program for five sessions of 1-5.1 h, lasted, and the control group, no intervention of teaching methods to solve problems, not. Educators teaching problem-solving, for female students, colleagues, ladies and girls in schools, Halilan, and educators teaching problem-solving, peer men for male students, and the school boys were Halilan area. After a training session, at posttest, re-test, self-study, performed on samples that, at this stage of the tests, the female students by a fellow woman, and tests of knowledge boys by male colleagues completed and were answered.

Data analysis in this study including the descriptive and inferential statistics was done. In descriptive statistics, the mean and standard deviation were used, and given the assumptions of inferential statistics, t-test, according to the study, and because the effect of pretest should be investigated, analyzed data from univariate analysis of covariance (ANCOVA), is used. The demographic characteristics of all subjects in a range of age-specific education, the school and district residents are Halilan of Ilam.

  Results Top

Based on the data in [Table 1], the descriptive statistics show that The mean, standard deviation and academic self-concept, by sex and group. Based on the data in [Table 2], the results of these tests show that, when a significance level obtained is larger than 0/05, so both control and experimental groups, no significant difference in terms of the variance, so the pre-assumption for the Ancova were met.
Table 1: The mean, SD and academic self‑concept, by sex and group

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Table 2: Leven's test of equal variance assumptions, the covariance test the first hypothesis

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According to [Table 3], it is clear that due to the fact that, at a significance level of the variable (0/001), and this value is smaller than the significance level of the 0/01 criteria, as well as the F-value come (68/065), over much of the table. The hypothesis, based on the effect of the method of problem-solving, effective in increasing students' academic self-concept, is confirmed.
Table 3: ANCOVA results, after controlling for confounding variables (pretest), the first hypothesis

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According to [Table 4] in t-test scores related to the pretest, posttest self-concept and academic, The second hypothesis concerning the effects of learning, problem solving method on students' academic self-concept enhancing male efficiently with (T =-16/152 and P <0/000) was approved. The third hypothesis is that the effect of the method of solving the problem of increasing female students' academic self-concept, is effective (T =-10/151 and P <0/001) was approved.
Table 4: t‑test scores related to the pretest, posttest self‑concept, and academic

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  Discussion Top

The aim of this study was to identify the effectiveness of problem-solving skills and to enhance secondary students' academic self-concept Halilan region in the province of Ilam. The hypothesis that the effect of problem-solving method, to increase students' academic self-concept, female and male, were approved. To investigate this hypothesis, the test is two-way ANCOVA, and T affiliated groups were used, the results showed that teaching problem-solving method, boost students' academic self-concept girls and boys high school freshman there. This finding is consistent with the results, [11],[12],[13],[14],[15],[16],[17] is coherent and consistent. The results of the present study findings, [18] confirming the positive effect of problem-solving on academic self-concept was not approved.

In explaining the results showed the effectiveness of the training effect, problem-solving method, is effective in increasing students' academic self-concept, we can say that the problem is a behavioral process, and an active learning approach involves identifying and defining the problem, data collection, preliminary conclusions, test and evaluation of outcomes and decisions, [4] a process for detecting the sequence, the correct way, which leads to a goal or a solution of, [25] which is defined as cognitive or overt forms of potential responses to problem situations presented, and the possibility of choosing the most effective response from among these different solutions increases, and the most indeed, teaching problem-solving approach to help the individual to consider a learning set. [27],[26] On the other hand, problem-solving techniques and skills that students have the correct representation of the problem (such as skills, the invitation to speak freely, subject categories, the tracking problem, the open and closed questions, few incentives, listen the active term thinking, urgency, use of silence, understanding emotions, feelings and reflect an understanding of the past to the students), the expression of the target (such as skills, direct questioning, addressing inconsistencies, set goals, support and encouragement interpreted, provide information, offer advice, influence, instruction, use of personal examples suggest taking immediate and commitment), strategy (anticipating situations and role models for the systems), implementation strategies (event programming, awareness and relaxation thoughts and mental imagery, desensitization, a combination of strategies), the exploration, empowers and makes students their academic self-concept, increase. [5],[18] Given that the main aim of this study self-concept of male and female secondary school students in the 1 st year, so this is a restriction could be considered, it is suggested to overcome this limitation in future research, to the internal validity and generalizability of the results, students' academic self-concept at this stage and grade, and other basic educational levels and in a broader range investigated. Since the method of problem-solving skills that are currently used in educational settings below, and further research comparison of lecture method, or other methods, so it is suggested committees of modern teaching methodologies, composed, and the strengths and weaknesses of these approaches, in practice and in the current situation, evaluate, and as a result of reforms that could, for creating and defining strategies, issues or scenarios the standard textbook written or used.

  References Top

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  [Table 1], [Table 2], [Table 3], [Table 4]


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