Examining the relationship of problem solving style to school achievement in high school students

Sandra Casco-Vazquez, Fordham University

Abstract

This study examined the relationship between students' achievement in language arts, mathematics, and science and their problem solving styles. One hundred ninety-seven students in 9th- to 12th-grades from a public high school were administered VIEW: An Assessment of Problem Solving Style. Students' performance on standardized testing and subject grades were drawn from school records. The results indicated a significant relationship between the Developer, Internal, and Task-oriented problem solving style and school achievement. The results of this study suggest that the Developer-Internal-Task-oriented styles of learning have an advantage in the types of achievement typical in schools today. Implications for the desire of instruction and measures for the Explorer style learner who prefers to seek unusual ideas and are perceived as "outside the box" thinkers are discussed.^

Subject Area

Education, Educational Psychology|Psychology, Cognitive

Recommended Citation

Casco-Vazquez, Sandra, "Examining the relationship of problem solving style to school achievement in high school students" (2013). ETD Collection for Fordham University. AAI3589637.
https://fordham.bepress.com/dissertations/AAI3589637

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