The Effects of the Four-Step Problem-Solving Model on Algebra I Students' Mathematical Achievement and Opinions

Abstract

This study investigated the effects of experiences with a specific problem-solving model on students' ability to solve multi-step word problems and students' beliefs about problem solving. Algebra I students completed a test of the same 16 free response word problems and a beliefs survey before and two months after learning and using the problem-solving strategy. The overall and subscore means for the word problems post-test were higher than the pre-test means; the difference was statistically significant. Results showed that students' abilities to approach word problems improved; the data showed that the number of problems that scored two or less points on the four-point, grading rubric decreased. A Likert scale was used to gather quantitative data about four beliefs. The mean scores on the post-survey were equal to or slightly higher but not statistically significant. Responses to open-ended items on the post-survey indicated that students found the problem-solving strategy useful.