Problem solving skill in one of the necessities of the people’s educational, occupational and social life. From the one hand, pre-elementary school age is the most important period for teaching and learning and acquiring necessary skills such as problem solving skill. According to it, the objective of the present study was to investigate teaching successful intelligence on pre-elementary school children’s problem solving skill.
The statistical population of the present study was all pre-elementary school children in the city of Isfahan in academic year 2015-16 from whom 30 children were selected through multi-stage clustered random sampling method and they were randomly replaced in two experimental (15 children) and control (15 children) groups. The experimental group received the intervention of teaching successful intelligence during 21 forty-five-minute sessions three times a week during 2 months; however the control group didn’t receive such intervention. The research instrument was London tower (1982) problem solving test.
The results of data analysis showed that teaching successful intelligence could significantly affect pre-elementary school children’s problem solving skill (P<0.001) and improve their problem solving performance.
According to the results of the present study it is suggested to use teaching successful intelligence method in order to increase pre-elementary school children’s problem solving skill.
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