Teacher-based Evaluation of Students’ Problem Solving Skills


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DOI:

https://doi.org/10.52380/ijpes.2023.10.2.1160

Keywords:

Gender, grade in mathematics and grade-point averages, problem-solving skill, secondary school students

Abstract

The need for improving and evaluating students’ cognitive skills, including problem-solving, has been highlighted in both the mathematics education literature and the curricula worldwide. The objective of this study was to assess the problem-solving skills of lower secondary school students using a teacher-based evaluation method, taking into account their grade level, gender, grade-point averages, and mathematics grades. To that end, the Problem-solving Skill Scale was administered to 39 mathematics teachers from 21 schools, for a total of 1010 sixth, seventh, and eighth grade students. Based on the findings, it can be inferred that the students possess an adequate level of problem-solving skills; however, their level of proficiency differed significantly according to their grade levels, gender, grade-point averages, and mathematics grades. This identification of the students' problem-solving skills is expected to guide them towards activities and resources that align with their individual abilities.

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Published

2023-04-30

How to Cite

Özpınar, İlknur, & Arslan, S. (2023). Teacher-based Evaluation of Students’ Problem Solving Skills. International Journal of Psychology and Educational Studies, 10(2), 543–560. https://doi.org/10.52380/ijpes.2023.10.2.1160

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Articles