Effectiveness of Problem Solving Methods Training in Educational Ethic and Educational Self-Efficacy Students

Learning to solve problems leads to new knowledge and skills. One of the factors that can be effective in studentschr('39') academic ethics and academic self-efficacy is teaching group problem-solving methods. This study aimed toto evaluate the effectiveness of group problem-solving methods in academic ethics and academic self-efficacy of female students in public high schools.

The present study was a quasi-experimental study with  pretest-posttest design with a control group. The statistical population consisted of 771 female students in the tenth grade of Zanjan city in the 98-97 academic year. Out of 183 people who had a score lower than the cut score, a sample of 40 people was selected using a simple random sampling method. They were then randomly assigned to two groups (testing and control). The academic ethics questionnaire and  academic self-efficacy questionnaire were used to collect information. The test group underwent 8-minute, 45-minute training sessions on group problem-solving techniques, while the control group did not receive any intervention during this time. Finally, the data were analyzed using SPSS software version 24 using a multivariate analysis of covariance.

The results of the covariance analysis test showed a statistically significant difference between the mean of academic ethics score between the two groups of test and control so that the test group had a higher academic ethics score (P ˂0.001). The results also showed a significant statistical difference in the mean score of academic self-efficacy between the two groups of test and control so that the test group had a higher score of academic self-efficacy (P ˂ 0.001).

Teaching group problem-solving methods increases academic ethics and academic self-efficacy in students. Therefore, teachers, psychologists, and specialists in the field of education can use this method to promote ethics and academic self-efficacy.