Comparison of the Effect of Individual and Collaborative Problem-Solving Methods on Students' Achievement Motivation and Social Skills

Document Type : Research Paper

Authors

10.22099/jsli.2025.8125

Abstract

The aim of this study was to compare the effects of two problem-solving instructional methods—individual and cooperative—on the achievement motivation and social skills of the fifth-grade elementary students in Experimental Science education. This research employed a quantitative, quasi-experimental design with a pre-test–post-test control group format. Using a convenience sampling method, three classes (each consisting of 25 students) were selected from the study population and randomly assigned to two experimental groups and one control group. The experimental groups received instruction through individual and cooperative problem-solving methods, while the control group received no intervention. Data were collected using standardized questionnaires measuring achievement motivation and social skills. The instructional intervention consisted of nine 50-minute sessions of Experimental Science education using the respective problem-solving approaches. Data analysis using ANCOVA revealed that both instructional methods (individual and cooperative) significantly improved students’ achievement motivation and social skills compared to the control group. Furthermore, cooperative problem-solving proved to be more effective than the individual approach. Based on these findings, it is recommended that Experimental Science teachers adopt cooperative problem-solving methods to enhance students’ social skills and motivation for achievement.

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Studies in Learning & Instruction
Volume 17, Issue 1
April 2025
Pages 79-100

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History

  • Receive Date: 20 November 2024
  • Revise Date: 14 May 2025
  • Accept Date: 01 June 2025

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