| Abstrakt: |
A study of the effects of explicitly teaching a problem-solving strategy on problem-solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi-experiment. The experimental class was explicitly taught the problem-solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem-solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed. |
