Boosting Problem Solving Skills Through Situated-Cognition Teaching: An Analysis Based on Polya’s Framework

Abstract

This study compared the level of mathematical problem solving skills of students exposed and not exposed to the situated-cognition teaching model. It used Non-Equivalent Control Group Design with two intact classes of first year engineering students conducted in a regular schedule of the same time slot and room; taught by the researcher. The contents included problems in Arithmetic, Advanced Algebra and Trigonometry using Semantic Differential Scale for Content Validation of the Pretest/Posttest and Formative Tests. Within the framework and delimitations of the study, the situated-cognition teaching model posted significantly better mathematical problem solving skills (p-value=0.023<0.05) than the conventional teaching model. This supported the theory of Choi and Hanaffin (1995) which underscores the importance of providing a more realistic way of conceptualizing a particular situation for the students to become better problem solvers. It is recommended that situated-cognition be used as a teaching model for enhancing the problem solving skills of the students, or used to complement the conventional model.