Student Creativity in Mechanical and Non-Mechanical Word Problems

Özet

The study distinguishes between mechanical word problems, which involve straightforward manipulation of mathematical symbols and procedures, and non-mechanical problems, which require interpreting real-life situations and translating them into mathematical models. To examine senior high school students‘ cognitive processes, the researchers employed Wallas‘s four-stage problem-solving model. Using a correlational research design, a sample of 350 students was randomly selected from a population of 638. Data were collected through questionnaires—chosen for scalability, anonymity, and accuracy—and observation checklists for their efficiency, objectivity, and systematic documentation. Findings for Research Question 1 indicated that Wallas‘s information-processing model provided progressive scaffolding that supported students within their Zone of Proximal Development when working on mechanical word problems. This scaffolding gradually faded, enabling a transfer of responsibility as students moved from mechanical to non-mechanical problems. For Research Question 2, students‘ knowledge levels were analyzed using mean, standard deviation, and frequency distributions. Research Question 3 employed Chi-square tests and Pearson correlations. The results showed that students possessed limited knowledge of non-mechanical word problems compared to mechanical ones. Additionally, no statistically significant relationships were found between problem-solving performance and gender, age, or program of study. The study recommended that stakeholders design interventions tailored to the specific learning needs of students.

Yazarlar

Azobit Charles Awindago, Clement Ayarebilla Ali, Clement Ayarebilla Ali, Clement Ayarebilla Ali, Clement Ayarebilla Ali

Anahtar Kelimeler

Mechanical, Non-mechanical, Students‘ creativity, Wallas model, Word problems

Yayın Bilgileri

Cilt 6, Sayı 6-3, 2025

Dosyalar