Teaching through Problem Solving: Effects on Students' Critical Thinking and Self Efficacy

Authors

  • Anne Rose Malit

Keywords:

Critical Thinking, Self-efficacy,Teaching Through Problem Solving

Abstract

Introduction

The study was conducted to determine the effects of teaching through problem-solving on students' critical thinking and self-efficacy. The critical thinking test was prepared as pre-test and post-test, while the self-efficacy questionnaire was adopted from Schwarzer & Jerusalem (1995).

 

Methods

Quasi-experimental research was utilized to meet the objectives of the study. the two learning groups were composed of two heterogeneous classes. Class A was the group under the TCL strategy and class B was the group under the TTPS strategy. This method is designed to determine the effects of two methods on the student's critical thinking and self-efficacy.

 

Results

The findings of the study showed that before the experiment, the TCL group obtained critical thinking of apprentice while the TTPS group had critical thinking of novice. Both groups had a moderately high self-efficacy at that time.

 

Discussions

After the experiment, the two groups improved in their critical thinking while the self-efficacy decreased. However, the TCL group showed better critical thinking than the TTPS group. No significant difference was found on the self-efficacy of the participants between the TCL group and the TTPS group.

Published

2019-12-18