|Year : 2015 | Volume
| Issue : 2 | Page : 131-134
Effectiveness of problem solving Training on self concept academic high school students in holillan kahreh
Saeed VeisiKahre1, Sadaf Imani1, Mohammad Reza Yosef Zade1, Moslem VeisiPour2, Yousef Moradhaseli1, Reza Kord Amiri3
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 Publication||27-Feb-2015|
Young Researchers and Elite Club, Kermanshah Branch, Islamic Azad University, Kermanshah
Source of Support: None, Conflict of Interest: None
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 Jun 5];1:131-4. Available from: http://www.ijeprjournal.org/text.asp?2015/1/2/131/152227
| Introduction|| |
Academic self-concept, one of the factors affecting academic performance, and the person's overall attitude toward their abilities in relation to school learning,  the perception of your character,  an individual's beliefs about his personal attributions, refer to themselves,  positive and negative belief about themselves, their acceptance or rejection,  interpreting the learning environment,  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.  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.  The condition is characterized by academic self-concept, the result of interactions and experiences with others,  interpreting the experience educational and learning environment,  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. , Results of Hoti and Song  show that the academic self-concept, self-expression, and self-concept are much more than social, academic achievement, affect. Also Guay et al. research showed that self-regulation and motivation, the relationship between self-concept and academic performance, play the role of mediator. Huang,  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,  academic success programs,  strategies settings, ,,, behavioral strategies,  creativity teachers,  and problem-solving skills, , 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. ,,,, 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. 
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,  a process for discovery, the sequence, the correct way, which leads to a goal or a solution  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. , Given the foregoing, the present study is that teaching problem-solving method on students' academic self-concept, effect or not?
| Subjects and Methods|| |
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  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  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|| |
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 2: Leven's test of equal variance assumptions, the covariance test the first hypothesis|
Click here to view
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|
Click here to view
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|
Click here to view
| Discussion|| |
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, ,,,,,, is coherent and consistent. The results of the present study findings,  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,  a process for detecting the sequence, the correct way, which leads to a goal or a solution of,  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. , 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. , 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|| |
Michaeli N, Afrooz G, Gholizadeh L. Relationship between self-concept and academic burnout, and academic performance of female students. J Sch Psychol 2012;1:90-103.
Gholami Y. A comparative study of achievement motivation, self-concept and eighth grade students from different countries, with their Science Achievement in International Mathematics and Science Study Repeat the third. MS Thesis, Tehran. Faculty of Psychology and Educational Sciences. Shahid Beheshti University; 2005.
Skaalvik EM, Hagtvet KA. Academic achievement and self-concept. J Pers Soc Psychol 2003;1:25-45.
Nadi MA, Gordanshekan M, Golparvar M. The impact of critical thinking, problem solving and meta-cognition based on students' SDL. Res Curriculum 2011;2:54-61
Mendaglio S, Pyryt MC. Using focused assessment to understand and enhance gifted students' self-concept. AGATE (J Gift Talented Educ Counc Alberta Teach Assoc 2002;15:23-30.
Ferla J, Valcke M, Cai Y. Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learn Individ Differ 2009;1:499-505.
Ridley DS, Schutz PA, Glanz RS, Weinstein CE. Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. J Exp Educ 2005;60:25-35.
Pekrun R, Goetz T, Frenzel AC, Barchfeld P, Perry M, Raymond P. Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemp Educ Psychol 2011;1:36-48.
Guay F, Ratelle CF, Roy A, Litalien D. Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learn Individ Differ 2010;20:644-53.
Huang C. Self-concept and academic achievement: A meta-analysis of longitudinal relations. J Sch Psychol 2011;49:505-28.
Karami K, Hashemi K. Effectiveness of cognitive strategies, meta-cognitive and creativity, achievement motivation and academic self-concept. Ingenuity Humanit 2013;1:120-39.
Khojastehmehr R, Abbaspoor Z, Kerayi A, Koochaki R. The effect of academic achievement, academic performance and self-concept, attitude toward school, learning the way to success in school and social adjustment of students. J Sch Psychol 2012;1:27-45.
Peak B, & Miller C. I think I can, I think I can, I think I can.I know I canmulti-user virtual environments(moves)as a means of developing competence andconfidence in undergraduate nursing 2010: 2(1): 4571-75
Owosso V. Weickgenannt A. Auditors self-perceived abilities in conducting domain audits. Crit Persepect Account 2009;1:3-21.
Dermitzaki I, Leandari A, Goudas M. Relations between young students'strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learn Instr 2009;1:157-74.
Asgari M, Mahdi SR, Mazloomi A.The impact of self-regulatory teaching strategies on academic self-concept and academic achievement of eighth grade math students Arak girl. J Educ Psychol 2011;21:23-44.
Hoseini A. Effects of creativity training programs for teachers on creative achievement and academic self-concept. J Innov Educ 2007;23:147-68.
Zeraat Z, Ghafoorian AR. Affect problem solving skills training on students' self-concept. EDCBMJ 2009;2:23-6.
Ozturk C, Muslu GK, Dicle A. A comparison of problem-based and traditional education on nursing students' critical thinking dispositions. Nurse Educ Today 2008;28:627-32.
van Berkel H, Schmidt H. On the additional value of lectures in a problem-based curriculum. Educ Health (Abingdon) 2005;18:45-61.
Seldomridge LA, Walsh CM. Measuring critical thinking in graduate education: What do we know? Nurse Educ 2006;31:132-7.
Alessio H. Student perceptions about and performance in problem-based learning. J Scholarsh Teach Learn 2004;1:25-36.
Hung W, Bailey JH, Janassen DH. Exploring the tensions of problem-bases learning: Insights from reasearch. In: Konwledge DS, Sharp DC, editors. Problem-Bases Learning in the Information Age, New Direction for Teaching Learning. Vol. 1. San Francisco: Jossey Bass; 2003. p. 13-23.
Yazdanpoor N, Yoosofi AR, Haqqani F. The effectiveness of teaching using collaborative project and the educational achievement of students in experimental third daughter Fooladshahr, in statistics and modeling. Knowledge and research in science curricula education. Islam Azad Univ Khorasgan 2009;1:25-36.
Adibnia A, Mohajer Y, Sheikhpoor S. Comparison of problem-solving teaching methods, teaching techniques probe the social problem-solving skills of female students in the fifth grade social studies lessons. Res Curriculum 2013;2:68-78.
Anwar Khan N, Hukamdad H, Aqila A, Riasat A. Effect of Using Problem Sloving Method in Teaching Mathematics on the Achievement of Mathematics Students University of Science and Techonology Bannu, NWFP) Pakistan; 2010.
Andri L. Problem Sloving Teaching Word. The collage William & mary. 2006
Dovlati R, Yaghoobi A, Mohagheghi H. Effects of self-regulated learning strategies, self-concept on academic procrastination and first grade girls medium. Master of Bu Ali Sina University in Hamedan; 2012.
[Table 1], [Table 2], [Table 3], [Table 4]