نوع مقاله : مقاله پژوهشی
نویسندگان
گروه آموزش ریاضی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This quasi-experimental study addressed the research question: "To what extent does problem-based learning (PBL) based on John Mason’s Framework enhance problem-solving abilities in fifth-grade students in heterogeneous groups across Entry, Attack, and Review phases?" The population included all male fifth-grade students in District 3 of Tehran (2023-2024). Using cluster sampling, 58 students from two classes (29 experimental, 29 control) were selected.
The experimental group received PBL instruction, while the control group received traditional teaching. A researcher-made test measured Mason’s three phases (content validity: CVR=0.56 by 12 experts; reliability: α=0.831). The intervention used heterogeneous ability groups (1 high-achiever, 2 average, 2 low-achievers). Data were analyzed using ANCOVA in SPSS 22.
Results indicated significant intervention effects on all phases (p < .001). The Attack phase showed the highest effect (η² = 0.507; F(1, 55) = 56.49), reflecting the development of executive strategy. Effects on Entry (η²=0.25) and Review (η²=0.351) were also significant. Overall performance improved by 53% in the experimental group but declined by 46% in controls, indicating a 99% performance gap. These results verify the high efficacy of PBL on the problem-solving executive core (Attack phase) in Mason's framework.
کلیدواژهها [English]
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