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The Effectiveness of a Program Based on Problem-Solving in Mathematical Problem Solving among Grade Ten Students

Ahmed Mohammed Al Kharusi, Adnan Salim Al-Abed


This study examined the impact of a program based on problem-solving in mathematical problem-solving among 10th grade students. The sample of this study consisted of (89) male and female students; Wadi Bani Kharous Basic Education School and Om Hakeem Basic Education School located in AlBatina South Governorate (Oman). The study followed the quasi-experimental research design with experimental group consisted of (48) students, and control group consisted of (41) students. The instructional materials of Polynomial and Algebraic Functions Unit and Trigonometric Functions Unit for Grade 10th were designed according to a program based on problem-solving. The problemsolving test was valid and reliable. The findings indicated that there were significant statistical differences in mathematical problem-solving test between the experimental and control group due to teaching method in favor of experimental group. The findings indicated that there were no significant statistical differences in mathematical problemsolving test between male and female students. The findings also indicated that there were statistical significance differences in mathematical problem-solving test due to the interaction between and teaching method and gender. The study recommended organizing training workshops for mathematics teachers to introduce programs based on problem solving, training them to build educational programs based on problem solving, and urging them to adopt it due to the positive impact it has shown in teaching mathematics.


Gender; Grade 10; Mathematical problem-solving; Quasi-experimental research; Teaching method.

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DOI: https://doi.org/10.7358/ecps-2021-023-khab

Copyright (©) 2021 Ahmed Mohammed Al Kharusi, Adnan Salim Al-Abed – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

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