The effect of educational approaches on cognitive complexity and social problem solving skills of students
Subject Areas : Educational Science
1 - Department of Educational Sciences, Nourabad Mamasani Islamic Azad University, Nourabad Mamasani, Iran
Keywords: traditional and combined educational approach, cognitive complexity, problem solving skills.,
Abstract :
The purpose of this study was to investigate the effect of educational approaches on cognitive complexity and social problem solving skills of high school students in district 2 of Shiraz. This research was practical in terms of purpose and descriptive in terms of nature and method, semi-experimental with two groups and cross-sectional in terms of time. The statistical population of this research includes all male and female high school students of district 2 of Shiraz, and according to the purposeful sampling, 40 people (pre-test and post-test groups) were tested. In this research, in order to measure the independent variables, training sessions were held with a combined and traditional approach in 10 two-hour sessions for students. To measure cognitive complexity from the standard questionnaire of Mobaraki et al. (2015) and to measure the social problem solving skill from the short form of the Revised Social Problem Solving Questionnaire (SPSI-R), (Dzorila et al., 2014), the use and Cronbach's alpha level were used, respectively. 0.892 and 0.961 were obtained. The collected data were statistically analyzed using SPSS software and at two levels of descriptive statistics and inferential statistics (independent t-test and one-way analysis of covariance). The results of the covariance analysis test showed that the combined educational approach had a significant impact on cognitive complexity and problem solving skills.