Abstract:
The aim of this research was to investigate the effect of problem-solving training on the change from context-dependent to context-independent stylistic variability in students with math anxiety. This quasi-experimental study utilized a pre-test/post-test design with a one-month follow-up. The statistical population consisted of 300 male junior high school students in Karah city during the 2015-2016 academic year. Thirty students were selected using non-probability convenience sampling and assigned to experimental and control groups (15 students per group). Witkin et al.'s (1971) Hidden Figures Test and Plik and Parker's (1982) Math Anxiety Questionnaire were used for data collection. During the implementation process, the experimental group underwent 8 sessions of problem-solving training, while the control group received no intervention and continued their usual activities. Data were analyzed using SPSS version 23, employing descriptive statistics and analysis of covariance (ANCOVA). The results showed that problem-solving training is effective on the context-dependent to context-independent stylistic variability of students with math anxiety (P < 0.001). It can be concluded that the results of this research are applicable for future studies regarding the use of problem-solving to improve the stylistic approach of students with math anxiety.
Machine summary:
Master's student in Educational Psychology, Bu-Ali Sina University, Hamedan, Iran (Corresponding Author) Journal of New Strategies in Psychology and Educational Sciences, Volume 1, Issue 2, Summer 2019, Pages 25-49 Abstract The purpose of this research was to investigate the effect of problem-solving training on context-dependent to context-independent stylistic variability in students with math anxiety.
The results showed that problem-solving training is effective on context-dependent to context-independent stylistic variability in students with math anxiety (P < 0.
The problem-solving method is defined as a behavioral process and a type of active learning method including problem identification and definition, information gathering, preliminary conclusion, testing results, evaluation, and decision-making, a process for discovery, sequence, correct order ways that lead to a goal or a solution is defined, which cognitively or explicitly presents various potential responses to problem-creating situations and increases the probability of selecting the most effective response among these different solutions; in many respects, training in problem-solving methods is considered helpful for an individual to create a learning schema (Adibnia, Mohajer, and Sheikhpour, 2013) On the other hand, having a field-dependent cognitive style leads to a decrease in self-efficacy in mathematics, which can create conditions for inducing mathematics anxiety in field-dependent students (Momeni, Yazdanbakhsh, and Faramarzi, 2015).
Discussion and Conclusion The aim of conducting this research was to examine the effect of problem-solving training on the context-dependent stylistic variability, toward context-independent, in students with math anxiety.
The effectiveness of problem-solving training on reducing math anxiety in students with field-dependent cognitive styles in the academic year 1391-1392.
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