1.1 Statement of The Problem

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CHAPTER 1
INTRODUCTION
1.1 Statement of the problem

Education is not at the aim to read or write but it also involves the development
of problem-solving abilities among student. In education gender difference is very
important variable. Interest of male and female is different for different subjects. Both
have different approaches for different problems. Various stages of cognitive domain
are involved while solving a problem. To find out solution for a problem and for success
and maximum output various competencies are involved such as arranging and
organizing of material, effective studying material, requirement of the project,
programs to run the project and academic skill to perform the task successfully in this
research work we shall do comparative study on problem solving abilities of males and
females’ students at secondary school level.
1.2 Objectives of the Study
This study will focus on the following objectives:
 To compare significance differences of problem-solving abilities of male and female
students at secondary school level
 To identify different problem-solving techniques of students at secondary school level
 To find out various factors affecting on problem solving abilities of students
 To suggest some effective measures to enhance the cognitive efficiency of students at
secondary school level to solve their problems
1.3 Significance of the study
Merriam-Webster Dictionary stated “problem solving” as finding a solution or
making sense of difficulty and distressed situation while ability is the state of being
able, competent or getting skills. Anboucarassy (2015) stated that a situation, debate,
issue, or condition that are usually unsettled, unanswered and doubted to resolve is a
problem. The main source of problem is gap between real and ideal situation. It is an
art to deal with situation, to fix problem and to bring permanent change in the behavior
of an individual through modification of thinking and solving undesirable and
unresolved situations.
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Ahuja et al., (2017) stated that problem solving abilities are not inherited. It can
be developed and civilized through reasoning and logics. While solving a problem
thinking may provide a frame-work to arrange complex ideas intelligently. Mayer and
Wittrock (2006) stated that problem solving situations occur when an obstruction may
occur in the achievement of goals and objectives. He defined problem as undesired or
unwanted situations, conditions may arise. To find out answers or resolve problems it
is necessary to understand the nature and depth of the cause of problem. Problem
solving may be an interesting activity. It enhances thinking abilities and make more
curious to find out the possible ways. Problem may be minor or major it is up to you
how you handle the situation. It can be defined as a state of appetite which leads you to
the steps and conditions to achieve desired goals. It fulfills an individuals’ need or
desire by shaping his thoughts and ideas in systematically.
1.4 Delimitations of the study
 Reliability of information was dependent upon the way of understanding of research
questions by the students.
 Interviewing skills of the researcher may also be a limiting factor for accuracy and
precision of data.
 Confining research only to Rawalpindi was mainly due to limited time and deficiency
of required research resources.
 The study was further limited to a sample of 320 students.
1.5 Methodology of the study
Study was conducted to identify to comparative study of the problem-solving
ability of male and female student at secondary school level district Rawalpindi.
1.6 Population
Data was collected from 320 students including 160 males and 160 females.
1.7 Sampling
Data was collected through simple random sampling method from secondary
schools.
1.8 Development of instrument
A Likert type five-point rating scale for 320 students consisting of 32 items was
developed to collect data.
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1.9 Reliability
To compute the reliability and internal consistency of the research instrument
data collected through questionnaire from 320 students (160 males and 160 females)
was recorded and analyzed using SPSS 17.0. By using Cronebach Alpha the reliability
of the questionnaire was checked.
1.10 Data collection
Data were collected from primary sources with the help of five-point Likert
rating scale each data was collected through questionnaire from 320 students at
secondary school level.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Education plays very important role in development of problem-solving

abilities. With the passage of time educators take steps to improve the quality of
education which enables students to think critically (Glaser, 1984). Problem solving
abilities owned by students leads them for higher order thinking and making
independent decision. Problem solving abilities help students to acquire quality of
knowledge and transfer of ideas from person to persons. (Agboeze et al., 2013).
School also plays a vital role in a society in term of general education. It
develops learning abilities in human. With the passage of development in society,
development of problem-solving abilities in students become challenging. To meet
these challenges those solutions are required which fulfill all the objectives of a
problem. Four steps are required to find out solution of a problem. First one is clearly
define the problem. Second is mental approach toward problem and steps required to
deal with problem? Third is attainment of goal. Last part represents attitude, skills,
knowledge and abilities of that person who is dealing with it. So, problem solving is in
fact achievement of goal (Dillon, 1982).
Teaching of science is very important in developing problem-solving abilities
and critical thinking. It helps in attaining skills which fulfill their future needs. Problem
solving is a human activity (Polya, 1980). Problem solving abilities have direct link
with intelligence of a person. Intelligence is the ability of adapting and shaping the
cognitive ideas with real world situation. Respondents in number 77 were asked to solve
analogical reasoning by using two mode of organization of information, parallel and
sequential modes. The results shown that parallel mode of organization has regardless
achievement as it works good with working memory while other is dependent mode of
organization with cognitive limitations (Necka and Orzechowski, 2005).
Franz and Enochs (1982) studied that some problems are closed problems
because these have only single correct and definite solution while others are open
problems as they don’t rely on single solution. Either open or closed these problems are
usually present outside the classroom and have usually unambiguously correct finings.
Problem solving is an activity in which complex tasks are split into parts or components
(Jonassen, 2014). The important part of problem is the understanding and making sense
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and comparison of different situations that are being faced to students. Solutions do
unload the unnecessary mental stress and increase working memory. Guidance and
providing feedback from teachers leads to positive learning and getting essential skill
on core content (Clark et al., 2012). Learning brings change in behavior. The basic
purpose of learning is to impart such knowledge to existing knowledge that becomes
part of long term memory. If knowledge does not change one’s mental state then
nothing is learn (Sweller et al., 2011).
Nair and Nagang (2012) studied on problem solving skills and cognitive skills
and argued that to determine student’s problem-solving abilities in different fields.
Problems are classified in different ways. Serin and Derin (2008) classified problems
solving skills as interpersonal. The program for international student assessment PISA
conducted a vast and comprehensive study inn problem solving abilities and the use of
these abilities in day to day life of students with respect to educational content. PISA
concluded that problem solving skills are used for evaluation of success rate. The results
of 40 countries were included in the survey emphasized that learning of problem-
solving skills is neglected in our education system. Problem solving skills are important
to meet the modern needs of education (OECD., 2013). Thinking skills provide more
opportunities to students to contribute their part in the progress of their society (Greiffin
et al., 2014). The review of literature are discussed under following headings.
 Problem solving methods, techniques and strategies.
 Factors affecting on problem solving abilities.
 Problem solving abilities of students in different subjects.
 Comparison of problem-solving abilities of students with gender difference.
 Role of teacher in developing problem-solving abilities.
2.1 Problem solving methods, techniques and strategies
Different methods and techniques are used during learning and developing
problem solv ing abilities (Iqbal, 2004). It was concluded that ratio of achievement
among students were high when taught by problem solving techniques rather than
expository techniques (Nuzum, 1991). Mayer (2003) concluded that two kinds of
strategies could be used in understanding of problems: mark the difficult key words and
drawing a figure as a visual aid. Visual aids in the form of diagrams increase mental
processing. Second is the use of encouragement to answer the problematic questions.
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Lave (1988) stated that problem solving is scientific and systematic procedure.
He suggested that more focus should on creative ideas and thinking instead of content.
Activities should be performed by student. Instead of rote learning, learning should be
based on experimentation. A scientific way of performing a task is more reliable than
any other technique of solving a problem. In scientific approach, identification of
problem, observation, making hypothesis and inferring of results enable a student to
work as a junior’s scientist. In this mini culture they develop their intellectual level.
Mental processing helps an individual to attain complex level of thinking. To overcome
learning deficiencies and improving problem solving abilities school administration,
teachers, parents and society should play active role. For this purpose they introduced
different aptitude test and concluded that child centered activities and diagnostic and
aptitude test enhance children thinking abilities.
2.1.1 Reading and understanding of problem
Reading and understanding of problem is another factor which effect student’s
problem-solving abilities. Problem solvers try to understand the circumstances in which
problem exist. The problem solver should equip with necessary factors such as
understanding of language and terminology, audio and video clips, diagrams and graphs
etc. Students make mistakes due to misunderstanding of concepts, undefined
procedures and inability of coordination at various levels of teaching and learning
(Mestre, 1988). Peletier and Sayac (2004) concluded that comprehension and
understanding of problem are divided into three categories: Literal comprehension,
integral comprehension and fine comprehension.
 Literal comprehension is concerned with the understanding of terms and text used to
explain idea. This level also includes the connecting words and sequences of sentences.
 The integral comprehension approaches to the detail of basic concepts. This type of
comprehension deals with text and learners divide the text into different units and useful
and meaningful information is presented for understanding.
 The fine comprehension suggests the inquiry and exploration of knowledge. The
information present in text sometimes does not explain the whole concept about a topic,
so clues from other sources could be used for detailed studies.
Traditional methods are considered as backbone for education. Preceding these
methods some distinctive approaches are used which served as a powerful tool
imparting learning and developing improved and problem-solving abilities in students
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(Elmore, 1991). Batter cognitive abilities enable students to take active part in learning
and acquisition of knowledge. When individuals participate in learning, they do effort
and their contributions impart depth of learning. They get freedom and motivation from
their teachers to achieve desired goal. Their abilities could be judged by setting rigid
rules and standardized tests (Resnick and Klopfer, 1989). It was found that to meet
current educational practices activity approaches are found captivating as compare to
old traditional approaches of learning (National Science Foundation, 2000).
Pedagogical skills are used as need of students, learner centered and experience-based
learning is enhanced. Teacher’s pedagogical skills increase student’s interest and make
them social. Basic purpose of teaching is to develop capabilities and nourish students
with basic problem-solving skills (Posner et al., 1982).
2.1.2 Traditional and heuristic methods
Teachers are considered to play active role in traditional methods like in lecture
methods or Socratic methods. They have to present material orally. Student’s
involvement is rare in such cases. Only learning material is to impart in students mind
and only reading and writing abilities are involved. Skills are not practicing in class.
Students have filled their mind with too much irrelevant information. Traditional
methods don’t fulfill student’s cognitive needs. They lead to lack of curiosity,
questioning and collaboration with their peers. There creates a gap to expect the
challenges. Teacher made them dependent and passive therefore students are unable to
solve real life problems in long term (Miri, 2011). Bruun (2013) defined heuristics a
strategy used for smooth learning and solving a problem with facility. Mutai et al.,
(2014) concluded that conceptual abilities can be improved though heuristic strategies
because it permits students to share new ideas and connect previous activities with new
ones. Stanovich et al., (2008) concluded that heuristic methods help students to think
in more realistic way.
Shoenfeld (1985) concluded that experts use heuristic methods to develop
problem solving abilities in students. By controlling learning circumstances problem
solving skills can be improved. Obstacles should not be considered as ending element
in learning, either problem solving skill is taught to overcome situations in learning
(Klein, 2003). Heuristic skills are considered to solve mathematics problems by
controlling different variables such as systematic study, drawing and calculating,
shaping and modeling strategies.
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2.1.3 Cooperative learning

Cooperative learning plays a vital role in learning techniques to enhance
problem solving abilities in students. Cooperative learning is an activity in which
students do team work to complete a goal (Brindley et al., 2009). Cooperative learning
is an organized process to accomplish the given task. Cooperative learning provides
opportunities of thinking critically by collecting, discussing and organizing of different
ideas among students of same educational level (Bonwell and Eison, 1991). Johnson et
al., (1991) studied by integrating different elements when students are assigned
different tasks in groups or in team work, they realized the responsibility of work. They
realized for a team work or group work everyone must talk with one another to find out
the solution of problems. Directions are set for everyone, task are divided to achieve
the goals in short time and it is elaborated that problem that is presented to solve is a
group problem; everyone must participate and take part in discussion. Everyone has a
direct effect on group’s success. It is considered that cooperative learning enhance
problem solving abilities than that of formal way of teaching. It develops leadership
abilities, sharing or ideas, use of improved techniques, critical thinking abilities
(Johnson and Johnson, 1989). Students are actively engaged in the classroom due to
active participation. During problem solving cooperative learning is required at
different level of investigation, experimental work, group discussion, client projects,
simulation, case studies and situational analysis (Pentina, 2010).
Cooperative learning gives best possible solution for a problem because when
students share their information with other participants in a group, their Cooperation
and collaboration involves reconstruction and comprehension of ideas. During a survey
it was concluded that when students were assigned some engineering-based physics
problems in a group, they needed to discuss what was the problem? What would be best
possible solutions? How brainstorming ideas could be used to choose reach to
conclusion. By discussing different ideas with their peers, they selected best possible
solution among alternatives. Two strategies named as TAI and STAD are used best for
cooperative learning. TAI stands for team assisted individualized and STAD stands for
student teams-achievement divisions in which students of a class are divided into small
groups with different level of abilities to complete a learning task. It was concluded that
using TAI and STAD model of cooperative learning in mathematics enhance problem
solving abilities of students. Randomly seven classes were taken for experiment. Out
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of seven two were given instruction through TAI model, two were given instruction
with STAD method and remaining three were given instruction with ordinary methods.
Achievement results of students were compared with using these two models. It was
found that students learning through these two methods have high level of achievements
in finding out the solution of problems (Kamuran and Akdeniz, 2008).
2.2 Factor affecting on problem solving abilities of students
Darchingpuui (1989) concluded that various variables such as learning
environment, family background, socio-economic status, age, gender, culture etc.
conducive environment supports learning and enable learner to construct strong
concepts. Good concepts flourish to cognitive abilities. If students think batter, they
would perform batter. Learning styles also have some relationship with problem solving
abilities at secondary school level. Performances of students are based upon their
creativities. His study was depending upon the association of independent variables i.e.
observing, feeling, intuitive thinking, incentive feelings with dependent variables such
as creativity and performance. Solving a problem is not confined to any gender but it
depends upon the cognition of someone. Different factors that effect on student’s
behavior and attitude, their failure and success or their superior or inferior personality.
These factors can be biological or hereditary which are deeply concerned with student’s
cognitive abilities (Besharat and Shalchi, 2010).
2.2.1 Parental attitude and involvement towards their children
Students have molded personalities. They have to face different kind of
environment as they grown up. The most important is their family. The behavior of
student in school or in social circle reflects his family beliefs. Home is the first training
center of a child which is further continued in school. Parent’s negative and neglecting
attitude for children may cause some serious problem such as health issues, mental and
physical growth and development and even their psychological and learning needs.
Impact of family background is very important on children’s education, as basic needs
related to children are fulfilled in home environment. Parental attitude shapes their
children personality. Students of a class come from different family backgrounds.
Family environment may be supportive, democratic, autocratic or authoritarian, either
kind of behavior have great influence on students’ success. It was concluded that
students with protective and supportive environment at home was superior in solving
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problem as compare to those students who don’t have support from their parents
(Oundo et al., 2014).
Klahr and Wallace (1976) stated that intelligence of parents and family
members also play vital role in problem solving abilities of students. Often it is
experienced that intelligent and educated parents provide resources and educational
experiences to their children according to their intelligence level. Illiterate parents on
other hand could not provide such resources. In this way they are unable to take positive
steps to raise the educational status of their children. Economic status also plays
important role as parents bear educational expenditures which directly affect students’
abilities.
From studies, it was concluded that caring and protective environment in school
and home gives confidence to students, make them cooperative and enhance their
problems solving abilities and overcome shyness at secondary school level. It was
concluded that there was a positive correlation between democratic parental attitude
and student’s problem-solving abilities. The survey also found that Over-consciousness
sometimes cause some problems such as stubbornness and harsh attitude. The studies
did not found any correlation between problem solving abilities and authoritarian
attitude of parents (Jencks, 1972).
It was observed that due to authoritarian attitude of parents, students even at
secondary school level had fear, inferior complex, shyness and spitting. It was also
observed that success rate was comparatively high for students who define conscious
attitude of parents as authoritarian rather than those who defined as democratic
(Baumrind, 1966). Parental involvement at home is very important for student’s
academic achievements. It was concluded from the studies on parental involvement and
students’ achievements of young students at secondary school level. Parent’s income
directly affects student’s participation in curricular and co-curricular activities such as
different king of sports. It was found that supervision of mother is very significant to
enhance student’s problem-solving abilities, as mother shows more caring attitude for
children (Nicholas et al., 2011).
Erdogan and Demirkasimoglu (2010) concluded that rate of success for those
students whose parents visit their schools on monthly basis to know their academic
achievements, personal and social development were relatively high than those whose
parents don’t meet with teachers. The reason for such meetings was to overcome
communication gap between teachers and parent to meet educational goals.
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2.3 Problem solving abilities of students in different subjects

Students at secondary school level need mental satisfaction. They are in the
transition from concrete to formal stage. Students desire comfortable and conducive
environment for learning. Learning in classroom should be joyful and interesting for
students (Puri, 2014). Student’s involvement in learning and doing assigned activities,
participation in group discussion enhance student’s curiosity. In classroom, different
obstacles are being faced termed as problem. Problem based learning serves as vehicle
for inquiring and investigation. Problem based learning comes in collaboration with
some source of information and dealing with critical situations closed to real life
(Resnick and Klopfer, 1989). Problem based learning leads to develop problem solving
abilities which are successfully achieved with two major factors: knowledge and skills
based abilities in the specific field. An individual having the combination of knowledge
and skills become an expert to solve problem in his particular field (Taconis et al.,
2001).
Kumar and Avaradi (2014) concluded that thinking skills of students represent
their basic and crucial needs. The purpose of the study was to find out specific tactics
and instruments which are required to fulfill the need of problem. During comparative
study of science and arts group students they found that most of learners understand
complex concepts such as control of variables, formulation of hypothesis and
interpretation of results and find out successful solutions for the problems. Student’s
behavior, honesty, dependent and independent working capabilities, flexibility and
rigidity are some personality traits that effect on students problem solving abilities
(Clifford, 1978).
Chang and Weng (2002) studied pupil’s attitude towards science is somewhat
creative. He concluded that positive correlation was significant when samples were
taken from the population to know the attitude of higher secondary students towards
science. Element of creativity was dominant in science students. Problem solving is
creation of ideas according to situation. Students’ efforts of finding solutions or
discovering new ideas are admirable. It is an art to handle the problems, giving new
vision or new ideas. It is the process of satisfying the group of people (Stein, 1968).
Brabecka and wood (1990) divided Problems into two categories: well-
structured and ill structured. Well-structured problems have definite solution. In this
category problem and goals are clear and students are familiar to problem. Necessary
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piece of information is collected and managed in a specific manner by using various

methods to reach conclusion. Hypothesis is made and possible solutions are suggested
with regard to problem. Well-structured problems verify the results and indicate that
either solution is correct or incorrect. Well-structured problems are also known as
generic problems because these problems recognize true hurdles and complexity for
problem. In contrast with ill-structured problems are clearly stated but students are
unfamiliar to the methods to resolve the problem therefore they don’t have well defined
solutions. These represent very little information for solving a problem. These have
integrated solutions, multiple judgments or decisions for a single problem and raise
multiple other problems without giving the solution of existing problem.
Science is an important part of today’s life. At secondary school level students
have lack of problem-solving abilities which show some negative impact on learning.
Students could not pay attention for learning when they faced problem (Bonder, 1987).
Mathematical problems involve reading and understanding of problem, designing of
different approaches; follow possible procedures to ensure best possible results.
Teacher is an agent who takes responsibility to bring change in society through learning
process. One of the most important aspects is grasping on mathematical problems.
Mathematical problems help to think critically and posing questions which grasp on
thinking abilities and utilizing knowledge (National Council of Teachers of
Mathematics, 2000).
Larkin et al., (1980) reported problem solving abilities of students in physics.
He conducted a study with problems related to some equations. He categories students
into two groups: novice and expert groups. When problems were introduced, he
observed that novices solve problems by using different equations for given unknown
variables. They worked through a series of equations and generate solution while
experts start work with the information present in the equations and carry on their work
with the addition of related equations to meet the solutions. Results showed that novices
made some mathematical error which resists them to step forward as compare to
experts. By doing repeating practices on different equations they become able to apply
exact equations to the physics problems.
Chi et al., (1994) conducted a study on physics with 24 different problems. He
randomly distributed problematic questions and concluded that students at the
beginning only state some basic features such as work of pulley or inclined planes while
by doing practices on different concepts and principals they become able to narrate
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complex problems faced in physics such as conservation of energy etc. results showed
that practices increased their problem understanding and solving skills.
Burin et al., (2000) worked with chemistry students and concluded that by
splitting knowledge into different parts or categories students become able to get long
term memory for solving different problems. He studied by giving instructions in
different categories students showed improvement in their cognitive skills. Practices
made batter conceptual understanding with different formulas and practical work in
chemistry. Bunce and Heikkinen (1986) attempted to improve problem solving abilities
of students in chemistry through explicit approach to problem solving. Their study
follows a step wise procedure, recalling of related knowledge, using of formulas for
different words, drawing of diagrams and sketching, applying of concepts with different
situations and exhibition of different solutions for different problems. This step wise
process shows slow progress in learning. Results found that 54 % students were in favor
that learning should be rapid to find out quick solutions of problem but 44% students
claimed that step wise approaches for a problem make accurate solutions.
Transfer of idea has central importance in science education especially in
mathematics. Mathematical knowledge has direct link with other science subjects like
physics and chemistry. Students feel difficulties in understanding of mathematics
problems due to insufficient transfer of knowledge. Understanding of context is
possible with well-designed instructions (Schoenfeld, 1992).
2.4 Problem solving abilities with gender differences
Hardre et al., (2006) found that gender difference is very important variable. It
was reported that girls were more anxious then boys in learning computer. Results
showed that practical work on computer boys achieved batter outcomes then girls. They
analyzed a sample of 1409 students and resulted that boys can handled internet using
problems more frequent then girls. The understanding level and pattern of usage of both
genders were different. The boys were actively engaged in web browsing, exploring
and communication as compared to girls. Studies showed that boys used more search
engines or hyperlink to solve their tasks and saved more information related to their
tasks. Girls visited less web pages and spent less time on browsing for the completion
of their tasks. Problem solving process may involve complex cognitive procedures.
Usually most subjects involve understanding, planning, reviewing, discussing and
implementing the solutions. It was described that mathematical problems include
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separate activities such as doing practices with figures, numbers, algebraic expressions
and patterns along with developing geometrical concepts, diagrams and graphs etc.
(Large et al., 2002).
Burin et al., (2000) found that choice of strategy is determined by mental health
of student. Sometimes different strategies are applied to male and female. It was
reported that female students follow classroom learning procedures like male but
dealing with complex and challenging problem females might be less likely to use
shortcuts. Psychological factors might be involved while choosing a problem (Quinn
and Spencer, 2001). Males have flexible attitude and provide batter solution for
problems. Girls apply concrete strategies and boys tend to use abstract strategies at
secondary school level (Fennema et al., 1998).
Different studies showed different results. Some studies favored girls and some
studies favor boys. At secondary school level, male students were performed batter in
science and mathematics while females performed good in arts and humanities. It was
concluded that from five topics percentage of two geometrical problems for boys were
high then girls. It was also concluded that boys showed significant results for science
subjects as biology, chemistry and physics as compared to girls. On the other hand, no
difference were found in the earth sciences, geography and mixed science contexts
(Hanna, 1986). Fennema and Leder (1990) showed that problem solving abilities of
male students were higher than female students as male have conceptual reasoning for
mathematical problems. concluded that girls have significant high scores in
mathematics then boys at secondary school level (Bronholt et al., 1990).
Ajai and Imoko (2015) concluded that with the passage of time and
advancement in science and technology male and female student have become equally
competent. There is no difference of achievement among male and female students.
Girl’s students were equally enrolled in science subject as compared to boy students. It
was reported in their comparative studies that both public and private school student’s
achievements had no difference in Katsina State. It was also reported that success rate
among female students has become high then males (Olasehinde and Olatoye, 2014).
Studies revealed that teachers support and encouragement to female students in science
and mathematics is slightly less than males. Males are considered more superior than
female in such subjects. Teachers believe that female could not perform well in
mathematics and they have low expectation from girls to perform well in these subjects
(Asimeng, 2006).
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Naylor et al., (2007) concluded that girls have more friendly and supportive
environment for learning in the presence of female teachers. Their success rate becomes
higher when they were learned in conducive environment by female teachers. In a
report from conclusions were made that it is not an argument that female teacher
provides extra support and conducive environment to girl students but male teachers
are also supportive and encouraging. It is the attitude of teacher which is accountable.
Teacher either male or female if is supporting and encouraging for learners and
providing child-friendly environment, gives batter opportunities for success (Postle et
al., 2013).
Some teaching approaches and negative attitude of teachers influence on
students learning either male or female students. Results showed that teachers should
re-examined their pedagogical approaches to enhance problem solving skills of
students. Teachers should increase level of interaction with boys and girls in science
and technological subjects. Teachers who criticize students adversely affect student’s
self-esteem and restrict student’s thinking abilities for a problem (Imhanlahimi and
Eloebhose, 2006).
Ismail and Anwarng (2009) concluded that positive attitude of students towards
mathematics increased their success rate in mathematics and science. They analyzed
that girls showed negative attitude for problems especially in mathematics then boys.
Girls showed poor interest in learning during lecture. They remain confused with
methods and tactics to solve a problem as compared to boys (Mubeen et al., 2013).
2.5 Role of teacher in developing problem solving abilities
Jonassen (2000) stated that problem solving is the most crucial to develop
cognitive activities. It helps us to solve daily life problems. A person experiences an
unwanted situation, find no certain solutions or unable to explore the given task.
Problem solving is a process to settle down these situations by finding solutions by
using different approaches (Xenofontos and Andrews, 2012). Problem solving
processes permits students to impart some new knowledge to the previous knowledge
(Merrill, 2002). Problem solving abilities are depend upon learning environments.
Motivational techniques stimulate students to explore new knowledge (Anderson,
1982).
Teachers’ competencies affect teachers’ pedagogical skills. It was found that
teachers’ opinion about specific course of studies plays an important role in the
16
development of problem-solving abilities. In English teaching practices of students of

grade 9 and 10 was observed and concluded that teachers’ beliefs about curriculum
practices in classroom should be taken and feedback should be provided to students
about their leanings (Watson, 2015). Anderson (1998) concluded from another survey
of about 174 teachers to investigate their belief about problem solving abilities.
Teaching and learning practices of science had great influence on teachers’ knowledge
and skill.
Pajares (1992) concluded Teachers believe the solutions for a problem cannot
be drawn directly through observations. Solutions for problems are concluded by
comparing desired situation with problematic situation. Studies concluded that problem
solving skills assist learning. Techniques used are important to keep the interest of
students in learning so that students get opportunities to learn and apply, to get
competencies which lead them toward success. Development of concepts, drilling and
memorizing enhance learning. He concluded that students believe on passive learning
as compare to group discussion or activity based learning. Teachers are more
experienced and their traditional approaches provide guidelines to students to construct
their concepts, allow them to apply their knowledge (Roberts, 2010).
One of belief is that teaching and learning practices are carried out in second
language. Continuous practicing for a specific task over a period of time allow teacher
to achieve desired goals. When a survey was conducted in this regard it was observed
that four week practices in second language about the given task establish a relationship
with their objectives and beliefs. Results showed that students’ progress related with
teachers’ competencies. As teachers training programs and teaching experiences had
close relation with problem solving abilities (Farrell and Ives, 2015). Bishaw (2011)
concluded from his survey taken from 26 mathematics teachers about their beliefs on
student’s problem-solving abilities at secondary level. They confessed that their
teaching approaches and classroom practices have direct correlation with student’s
problem-solving abilities.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1 Research design
Research design is defined as “the researcher’s overall for answering the
research question or testing the research hypothesis”. Research is the comprehensive
plan which brings together the visionary research problems in the achievable manner.
It is a blue print for data collection with maximum control over factors that may
interfere with the validity of the findings. For the completion of research, a systematic
path is required to be followed. Research design is a scheduled procedure that involves
brief assumptions and is used for setting, ordering and structuring and analysis of data
to be collected to complete a project. The purpose of the research design is to obtain
appropriate evidence required to answer the research questions. Research design deals
the research problems in logical ways. Keeping in view the nature of research problem
descriptive method was used (Creswell, 2009).
Descriptive research is an attempt which precisely describes present
phenomenon. It is also the characteristic of population. The basic aim of descriptive
research is to present valid and precise representation of enfolded factors that are
relevant to research questions. Descriptive research is concerned with studying research
problem, identifying relationship among existing factors, formulating hypothesis,
investigation of experimentations and providing the effectiveness of research. It
describes characteristics of research questions (Saunders et al., 2003).
3.1.1 Population
The purpose of the study was an attempt to assess the comparative study of
problem-solving abilities of secondary school students in District Rawalpindi. The
study was descriptive in nature and questionnaire was used to collect the data. All
secondary school students who were enrolled in public sectors in district Rawalpindi,
were included in population. The population was consisted of two groups at secondary
school level in District Rawalpindi.
 Boy students enrolled in public secondary schools in district
Rawalpindi.
 Girl students enrolled in public secondary schools in district Rawalpindi
18
3.1.2 Selection of sample

A sample is e restricted part of statistical population whose characteristics are
used to study to get information about the whole population (Webster, 1985). During
research the people who are selected as a respondent from a wide population are
considered as sample. Multistage sampling techniques were used in this research study.
From wider range of population 2 schools were selected randomly. From each selected
school, 80 students (40 from 9th and 40 from 10th) were randomly selected. Thus,
making sample size of 320.
Table 3.1: Distribution of respondents according to their sample size
Public schools Gender Class Rawalpendi Total
Male 9th 80 80
10th 80 80
Female 9th 80 80
10th 80 80
Total 320 320
3.1.3 Instrumentation
There are various tools used in social sciences research for collection of data.
Questionnaire is kind of descriptive research tool having a number of questions in order
to find out the valid answers of research objectives from the respondents.
Questionnaires have obtained a rather ambivalent reputation as a research instrument
(Rattray and Jones, 2007). Collection of information using questionnaire is considered
as a part of research studies, consist of series of questions. A valid and reliable
questionnaire was used to get data from respondents.
3.1.4 Pilot testing
A pilot study was conducted to check the validity and reliability of
questionnaire. The questionnaire was refined in the light of expert’s opinions and pilot
testing. The questionnaire was pre tested with 20 students. After pre-testing, the
questionnaire was amended to make it more precise, valid and reliable. Reliability of
questionnaire was measured with the value of Cronbach alpha.
19
3.2 Data collection

Questionnaires were personally distributed and administered with the
cooperation of headmaster and headmistress of high schools of district Rawalpindi.
3.3 Data analysis
After assembling of collected information the responses were tabulated,
analyzed and interpreted using Statistical package for Social Sciences. Frequencies,
percentage, mean, standard deviation and t-test was discovered for further investigation
and suggestions.
3.3.1 Percentage
A percentage is a fraction, which can express a given amount in a particular
number of hundredth of that amount.
The percentage is computed under given formula:
F / N × 100
Where,
F stands for class frequency
N stands for total respondents.
3.3.2 Mean
Mean is sum of all values under observations divided by the total number of
values. Mean is the true representation of the whole data.
A.M or Average = ∑xn n
Where,
∑= Total or Sum
Xn = Variables Used in Analysis
n = No. of Observations
3.3.3 Standard deviation
The standard deviation (SD) (represented by the Greek letter sigma, σ) is used
to measure the amount of variation or dispersion from the average. Deviation of a data
from its mean is called the standard deviation. If a deviation of its mean is squared then
the resulting deviation is called standard deviation. Value for standard deviation can be
low or high. Low values indicate that data is close to mean while high value indicate
that values are spread out over vast range of values.
S.D = √ [(∑x – X*) / n]
Where, x = Value of Observations
20
X* = Mean of a Variable
n= No. of observations
√= Square Root
∑= Summation
21
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 Demographic characteristics of respondents

The characteristics of population in term of socioeconomic, statistical variables
such as age, gender, level, family income, class, family size, religion, death rate, age at
marriage etc. A census is considered as collection of these factors which are associated
with every member of population. So demography is the study of population
distribution with respect to size, number, gender and factors involve bringing change
in their characteristic (Green and Celkan, 2011).
4.1.1 Gender
Gender is the range of distribution of characteristics on the basis of masculinity
and femininity. It includes biological sex and social based structure which differentiate
the characteristic of that gender. It is considered that males and females have some
differences to solve a problem. The data in the given table 4.1 shows that 50.0%
respondents were males and 50.0% respondents were females.
Table 4.1.1: Distribution of respondents according to their gender
Gender Frequency Percent
Male 160 50.0
Female 160 50.0
Total 320 100.0
4.1.2 Age
Age is defined as a system in term of inconsistence and unequal pattern
associate to life and aging is social inequality, a result of age stratification. Age is factor
which helps to define the mental level of an individual. Individuals have different
intelligence level which may be according to their age (Scott and Marshall, 2009). The
data in Table 4.2 shows that large number 53.1%male and 58.8% female respondents
was in the age up to 12-14, while 40.0% male and 35.0% females belongs to age
category of 14-16 years. Very negligible amount of males and female with the ratio of
2.5 % and 5.6% respectively were from 16-18 and above 18. The ratio is 2.5% and 4.4%
males and 5.6% and.6% females respectively.
22
Table 4.1.2: Distribution of respondents according to their age

Age Male Female
Frequency Mean Frequency Mean
12-14 years 85 53.1 94 58.8
14-16 years 64 40.0 56 35.0
16-18 years 4 2.5 9 5.6
< 18 years 7 4.4 1 .6
Total 160 100.0 160 100.0
4.1.3 Class
Class is also a part of demographic characteristics. Class of respondent
represents the attitude and behavior of respondent. It is less important part of
demographic characteristics. According to the data shown in the below table 4.3, 50%
respondents contributed from class 9th and 50.0% from class 10th.
Table 4.1.3: Distribution of respondents according to their class
Class Male Female
Frequency Percent Frequency Percent

9th 80 50.0 80 50.0
10th 80 50.0 80 50.0
Total 160 100.0 160 100.0
4.1.4 Family income

The family income is an economic status of an individual. It is generally a
concept child come families having high source of income experienced high
opportunities for learning. The data in the given table 4.4 depicts that 56.3% males and
67.5% females’ respondents were with very low income, less than 15000 while 27.5%
males and 18.1% females’ respondents with family income of 15000-25000. The ratio
of respondents lies between family incomes 25000-35000 were 6.9% males and 6.9 %
females. Very negligible ratio of respondents belongs to high income, 3.8% males and
1.9% females were with family income of 35000-45000 while 5.6% males and females
had family income more than 45000.
23
Table 4.1.4: Distribution of respondents according to their family income

Family Income Male Female
Frequency Mean Frequency Mean
>15000 90 56.3 108 67.5
15000-25000 44 27.5 29 18.1
25000-35000 11 6.9 11 6.9
35000-45000 6 3.8 3 1.9
<45000 9 5.6 9 5.6
Total 160 100.0 160 100.0
4.2 Opinion of Student

Jaleel and Anuroofa (2017) investigated that education, at any stage provides
directions for future. Today, educators are trying to prepare students to meet the world
challenging. Self-direction and self-assessment have become the need of modern age.
Assessment is the methodology to overlook the working and leaning. An old concept
was that assessment of students is always taken by teacher. Assessment also involves
peer assessment; it involves assessment of the work performed by other students. With
the revolution in learning and teaching methods individuals become more curious for
learning. In order to improve his learning, an individual assess his own work, which is
termed as self-assessment (Fautley and Savage, 2008). Biggs (1999) concluded from
his investigations that traditional assessment can be described into three ways setting
criteria, selection of best possible idea and judgment of selection of ideas, either they
have been fulfilling the set criteria or not. The results in table 4.5 depicted that 72.1 %
male students agreed with the statement “I don’t escape from problems” and 46.5 %
females agreed with the statement, while 27.5% males and 53.8% females disagreed
with this statement. The mean and std. deviation are 3.45 and 1.512 for males and 2.62
and 1.686 for females respectively. So, the male students are strongly agreed with this
statement as compared to female. Finding were similar as conclusion made by Cynthia
and Crouch (2012) by studying “gender difference in problem solving expectancy and
problem context”, and found no significant difference. However, a slight difference in
problem solving was found with respect to subjects. When problems based on
24
mathematic were used, male showed positive attitude towards problem as compared to
females.
Table 4.2.1: Effect of escaping from problems
Scale Male Female
Frequency % Mean S.D Frequency % Mean S.D
Strongly 32 20.0 3.45 1.512 72 45.0 2.62 1.686

Disagree
Disagree 12 7.5 14 8.8
Somewhat 22 13.8 15 9.4

Agree
Agree 40 25.0 21 13.1
Strongly 54 33.8 38 23.8

Agree
Total 160 100.0 160 100.0
The results of table 4.6 depicted that 84.5% male and 89.5% female respondent
agreed with the statement “I keep my attitude positive even in difficult situations”, and
15.6% male and 10.6% female respondent disagreed with the statement as they think
that they can’t keep their attitude positive even in difficult situations. The average score
and S.D obtained from male respondents are 3.79 and 1.150 while average and S.D of
female respondents are 3.84 and .983. So, majority of male and female respondents
agreed with statement. Similar conclusions were made by Sherer et al., (1982) that
attitude is the factor of self-efficiency which may have positive or negative effect on
one’s success rate. It determines change in behavior of an individual. Success is
depending upon self-efficiencies.
Table 4.2.2: Attitude of students in difficult situations
Scale Male Female
Strongly 8 5.0 3.79 1.159 5 3.1 3.84 .983
Disagree
Disagree 17 10.6 12 7.5
Somewhat 26 16.3 26 16.3

Agree
Agree 58 36.3 78 48.8
Strongly 51 31.9 39 24.4
Agree
Total 160 100.0 160 100.0
25
In this table 4.7 results shows that 93.8% male and 95.7% female respondents
agreed with statement “I organized my thoughts when I faced problems”, while 5.1%
male and 3.7% female respondents disagreed with statement because they don’t think
that they organize their thoughts when they come to some problematic situations. Only
1.3% male and .6% female respondents gave no response to the statement. The average
mean and S.D are 4.04 and .937 respectively for males while average and S.D is 4.10
and .818 for females. Majority of male and female respondents were agreed that they
organize their thoughts when they face problems. In organizing of ideas three main
mental functions involved.
Table 4.2.3: Impact of organization of thoughts
Scale Male Female
Strongly 2 1.3 4.04 .937 1 .6 4.10 .818
Disagree
Disagree 6 3.8 5 3.1
Somewhat 34 21.3 24 15.0
Agree
Agree 60 37.5 78 48.8
Strongly 56 35.0 51 31.9
Agree
No 2 1.3 1 .6
Response
Total 160 100.0 160 100.0
Data depicted in the below table 4.8 was about “classroom and school norms”,
the calculation of results shows that 92.5% male and 95.7% female respondents
admitted “ I obey the rules and norms of classroom and school during problem solving
situations”, while 7.6% male and 7.5% female respondents didn’t admit that they obey
all school and classroom norms. The mean score and S.D for males are 4.13 and 1.029
while for females mean and S.D are 4.05 and 1.014. So, a good majority of male and
female respondents admitted idea.
26
Table 4.2.4: Role of school and classroom norms

Scale Male Female
Frequenc % Mean S.D Frequency % Mean S.D
y
Strongly 6 3.8 4.13 1.029 7 4.4 4.05 1.014
Disagree
Somewha 21 13.1 21 13.1
t Agree
Agree 55 34.4 67 41.9
Strongly 72 45.0 60 37.5
Agree
No 6 3.8 7 4..4
Response
Total 160 100.0 160 100..0
The results depicted in table 4.9 shows that a good majority of respondents were
in favor of this statement. “I understand and remember that lesson being taught in the
school”, with ratio of 91.8% male and 92.5% female students. On the other hand, 8.2%
male and 7.5% female students didn’t agree with this statement. The average and S.D
is 4.04 and 1.078 for male students and 4.01 and 1.064 for female students. So, majority
of students agreed that they try to understand and remember the lessons taught in the
school. Studies of Turan and Aktan (2008) stated that School is considered a legislated
place for learning. An individual learns core values of society in the school. Reading,
understanding and remembering of concepts being taught in classroom and behaving
of student in a problematic situation draws attention in education process.
Table 4.2.5: Impact of remembering of lessons
Scale Male Female
Strongly 7 4.4 4.04 1.078 7 4.4 4.01 1.064
Disagree
Somewhat 29 18.1 32 20.0
Agree
Agree 49 30.6 51 31.9
Strongly 69 43.1 65 40.6
Agree
Total 160 100.0 160 100.0
The results of table 4.10 showed that for this research question 95.1% male and
90.6% female students agreed that “I counsel with their parents, teachers and peers
27
when I face some problems in studies and day to day life”. The disagreed student’s ratio
is 5.0% male and 8.7% female. Only negligible students with ratio of 0.6% showed no
response for the statement. The mean and S.D is 4.12 and 0.961 for males and 3.98 and
1.084 for females. So, the majority of students were agreed with the current research
statement. Mustapha et al., (2010) investigated similar study and found that
characteristics of teacher, peers and parents influence on student’s learning and
participation in classroom. Counseling, encouragement and motivation from teachers
and parents showed positive results on student’s success, while sign of disapproval of
ideas from teachers, parents or peer may cause lack of interest in studies.
Table 4.2.6: Impact of counseling on learning
Scale Male Female
Strongly 5 3.1 4.12 .961 9 5.6 3.98 1.084
Disagree
Somewhat 26 16.3 25 15.6
Agree
Agree 69 37.5 63 39.4
Strongly 66 41.3 57 35.6
Agree
No Response 00 00 1 .6
Total 160 100.0 160 100.0
Respondents were asked about use of logical thinking while solving a problem
in table 4.11 the results shows that with the research statement “I use logics to find out
solutions”, 89.4% male and 84.4% female students agreed, while less than one third
with ratio of 10.7% males and 15.0% females disagreed because they think that they
don’t use logics to find out the solutions of their problems. Very negligible ratio of
0.6% females had no response. The average and S.D is 3.86 and 1.049 for males and
3.82 and 1.226 for females. So, mostly male students and female students were agreed
that use of logics gives solutions of the problems. Similar studies were conducted by
Halpern (1998) concluded that students fail to think with logics in many situations.
Brandsford et al., (2000) suggested that when students make hypothesis it is not true
always. It was observed that students in the subjects if history or geographic needs to
grasp over historical aspects of topic assigned. Student’s difficulty level was high about
understanding of natural phenomenon. These subjects need logic or reasoning in
reaching a conclusion.
28
Table 4.2.7: Use of logics to find out the solutions

Scale Male Female
Strongly 6 3.8 3.86 1.049 12 7.5 3.82 1.226
Disagree
Disagree 11 6.9 12 7.5
Somewhat 31 19.4 27 16.9
Agree
Agree 63 39.4 51 31.9
Strongly 49 30.6 57 35.6
Agree
No 00 00 1 .6
Response
Total 160 100.0 160 100.0
The results of research work given in table 4.12 shows that 89.5 male and 88.1%
female students accepted that they use scientific procedures for finding solutions of
their problems, while 10.7% male and 11.2% female students disagreed with the
statement. The average and S.D is 3.93 and 1.147 for males and 3.78 and 1.127 for
female respondents. So, the majority of students like scientific methods for finding out
the solution of their problems. Kuhn (1962) also found similar results from his
investigations. He concluded that when students use Scientific method, they are
adopting the combination of various techniques at a single moment. Solving a problem
in scientific way explain new sociological theories, which bring scientific revolution in
thinking, over a period of time.
Table 4.2.8: Use of scientific methods
Scale Male Female
Strongly 10 6.3 3.93 1.147 9 5.6 3.78 1.127
Disagree
Somewhat 30 18.8 41 25.6
Agree
Agree 51 31.9 52 32.5
Strongly 62 38.8 48 30.6
Agree
Total 160 100.0 160 100.0
4.3 Interest of students in learning

According to table 4.13 a good majority of respondents with ratio of 91.3% male
and 94.4% female learners who agreed with statement “modern methods of teaching
and learning are helpful for me”, while 8.1% male and 4.4% female learners were
29
disagreed with this study. 0.6% male and 1.3% female learners gave no response. The
average score and S.D is 4.08 and 1.046 for male and 4.24 and 0.997 for female
students. So, majority of male and female learners agreed that modern methods of
teaching and learning are helpful for them. Richards and Rodgers (2008) said that
method is a way of teaching with some systematic procedures that involves various
factors such as; language proficiency, pedagogical skills, teaching techniques. Modern
methods of teaching such as micro-teaching, co-teaching, simulation methods,
discovery learning, learning through audio and video aids and using of ICT enhanced
success rate in students.
Table 4.3.1: Impact of modern teaching methods
Scale Male Female
Strongly 4 2.5 4.08 1.046 4 2.5 4.24 .997
Disagree
Somewhat 29 18.1 29 18.1
Agree
Agree 47 29.4 39 24.4
Strongly 70 43.8 83 51.9
Agree
No 1 .6 2 1.3
Response
Total 160 100.0 160 100.0
Results of table 4.14 shows that 88.1% male and 95.1% female students agreed
that standardized test, statistical, scientific and technological methods increase success
rate in students as they find the solutions for their problems while 10.6% male and 5.0%
female students disagreed with this statement and 1.3% males gave no response. The
average and S.D is 3.92 and 1.073 respectively for male and 4.16 and 0.901 respectively
for female students. So, majority of student agreed with the current statement.
Similarly, findings were concluded that student’s evaluation can be done through
standardized tests. Two polarized concepts regarding to students’ evaluation. One
group believed that students’ achievements tell us how well teachers are concerned with
students and other group believe that different factors effect on student’s achievement
(Gitomer, 2011).
30
Table 4.3.2: Role of standardized and statistical tests

Scale Male Female
Strongly 4 2.5 3.92 1.073 00 00 4.16 .901
Disagree
Disagree 13 8.1 8 5.0
Somewhat 33 20.6 30 18.8
Agree
Agree 53 33.1 51 31.9
Strongly 55 34.4 71 44.4
Agree
No 2 1.3 00 00
Response
Total 160 100.0 160 100.0
According to table 4.15 the ratio of agreed respondents was 88.7% male and
95.6% female with statement “I like to solve problems which are according to my
interest”, while 10.0% male and 4.4 % female respondents disagreed with the given
statement. The ratio of 1.3% males had no response. The average and S.D is 1.158 for
males and 4.20 and 0.944 for females’ respectively. So, majority of respondents agreed
with this statement. Similar students were investigated by different researchers. Mina
(2014) also agreed that students show interest to solve those problems which were
according to their interest either individually or in a group.
Table 4.3.3: Impact of coordination of individuals for solving a problem
Scale Male Female
Strongly 8 5.0 4.17 1.158 4 2.5 4.20 .944
Disagree
Somewhat 21 13.1 25 15.6
Agree
Agree 36 22.5 53 33.1
Strongly 85 53.1 75 46.9
Agree
No 2 1.3 00 00
Response
Total 160 100.0 160 100.0
The results of investigation in table 4.16 shows that 93.7% male and 98.15
female students think that mathematical and science subjects increase problem solving
abilities, while 6.3% male and 1.9% female students are disagreed with this statement.
The average and S.D for males and females are 4.06, 0.953 and 4.16 and 0.835
respectively. So, majority of male and female students agreed with the statement. Sirait
31
(2016) assess student’s success through motivation in mathematics. He investigated

that motivation increase interest of students and overcome possible problems that they
face.
Table 4.3.4: Role of mathematics and science subjects in learning
Scale Male Female
Strongly 3 1.9 4.06 .953 00 00 4.16 .835
Disagree
Somewhat 29 18.1 37 23.1
Agree
Agree 60 37.5 55 34.4
Strongly 61 38.1 65 40.6
Agree
Total 160 100.0 160 100.0
The results of investigation in table 4.17 depicts that 89.4% male and 90.0%
female respondents think that scientific approaches increase creative abilities in them
because science explore new ways of thinking, while 10.6% males and 10.0% females
don’t agree with this investigation. The average and S.D for male and female students
are 3.90, 1.123 and 3.82 and 1.075 respectively. So, majority of male and female
students agreed with statement. Such approach was used by Nolen (2003) and
concluded that scientific methods develop transferable skills and search answers of
unknown questions.
Table 4.3.5: Impact of scientific methods in creativity
Scale Male Female
Strongly 8 5.0 3.90 1.123 8 5.0 3.82 1.075
Disagree
Somewhat 34 21.3 37 23.1
Agree
Agree 49 30.6 59 36.9
Strongly 60 37.5 48 30.0
Agree
Total 160 100.0 160 100.0
The results depicted in table 4.18 indicates that 91.3% male and 89.3% female
students agreed with statement “I regular classes increase interest in related subjects”
while 7.5% male and 10.6% female students disagreed with it, as they don’t believe
that regular classes increase interest in subject. The average and S.D for males and
32
females are 4.10, 1.004 and 4.03, 1.107 respectively. So, majority were agreed with this
statement. Woloshyn et al., (1992) conducted similar studies between students of
Canadian provinces and German states. One group attended regular classes and had
more domain of knowledge as compared to other group. Observation was made that
who attended regular classes were familiar with items but weaker response from those
who don’t attend classes. From regular classes students were fully equipped with
knowledge and get profit in test as compared to low knowledge learners.
Table 4.3.6: Impact of regular classes on learning
Scale Male Female
Strongly 3 1.9 4.10 1.004 5 3.1 4.03 1.107
Disagree
Disagree 9 5.6 12 7.5
Somewhat 26 16.3 29 18.1
Agree
Agree 55 34.4 41 25.6
Strongly 65 40.6 73 45.6
Agree
No 2 1.3 00 00
Response
Total 160 100.0 160 100.0
In past teachers focus on written homework but with the passage of time creative
activities replaces the written homework. Current research question was about
comparison of homework and creative activities. In the given table 4.19 studies
investigates that 92.0% male and 92.6% female students agreed with “I think creative
activities increase cognitive skills as compared to written homework”, while 7.6% male
and 7.5% female defendants disagreed, and 0.6% males did not respond. The mean
score and S.D for male and female students are 3.93, 1.023 and 3.78 and 0.936
respectively. The students were agreed with the importance of creative work. Creativity
is an important indicator in problem solving methods.
33
Table 4.3.7: Comparison of written homework with creative work

Scale Male Female
Strongly 6 3.8 3.93 1.023 3 1.9 3.78 .936
Disagree
Somewhat 34 21.3 45 28.8
Agree
Agree 63 38.8 64 40.0
Strongly 51 31.9 38 23.8
Agree
No 1 .6 00 00
Response
Total 160 100.0 160 100.0
The results depicted in table 4.20 indicates that 91.3% males and 91.2% females
agreed that creative and scientific methods increase critical thinking, while 8.1% male
and 5.6% female defendants disagreed. Only 0.6% male and 3.1% female students
showed no response. So, majority students were agreed. Demir (2016) agreed that
critical thinking is higher order thinking and is considered as a process of scientific
method, which involves batter observation, exploration and explanation of idea.
Table 4.3.8: Role of creative and scientific methods in critical thinking
Scale Male Female
Strongly 5 3.1 4.00 1.058 4 2.5 3.95 1.057
Disagree
Somewhat 34 21.3 49 30.6
Agree
Agree 49 30.6 44 27.5
Strongly 63 39.4 53 33.1
Agree
No 1 .6 5 3.1
Response
Total 160 100.0 160 100.0
In the table 4.21 given below results indicate that 93.1% male and 92.6% female
students were in favor of statement “I believe that group work, lab work and
experimental work increase interest in learning”, while 6.3% male and 6.3% female
students were disagreed with this. 0.6% male and 1.3% female students showed no
response. The average and S.D for males are 4.07and 1.065, while 3.98 and 1.000 for
females. So, majority of students agreed. Results of Joseph 2002) supported this idea
that laboratories and experimental work enhance cognitive abilities among students
34
especially in chemistry, biology and physics labs at secondary school level. Lab work
acts as simulation learning.
Table 4.3.9: Impact of lab work on learning
Scale Male Female
Strongly 7 4 4.07 1.065 6 3.8 3.98 1.000
Disagree
Somewhat 33 20.6 31 19.4
Agree
Agree 47 29.4 67 41.9
Strongly 69 43.1 50 31.3
Agree
No 1 .6 2 1.3
Response
Total 160 100.0 160 100.0
4.4 Positive and negative aspects of motivation

Motivation is derived from Latin word “Movere” which mean “to move”. It
reflects internal state of an individual which provide him specific directions in obtaining
desired goals. Motivation may be defined as goals, beliefs and ideas that have direct
influence on activities, desires and achievements, of an individual. It is an internal state
which gives direction for an action plan (Guthrie et al., 1999). Motivation is a factor
which gives energy to students in achieving desiring goal. It maximizes the
performance of students (Yaman and Dede, 2007). Students who are highly motivated
show positive attitude towards learning. The results in table 4.22 depicted that in this
section of research 86.3% male and 82.5% female respondents agreed with statement
“I believed that lack of motivation is a factor that causes hindrance of problem-solving
abilities”, while 12.6% male and 11.9% female respondents didn’t agree with this.
Only1.3% male and 5.6% female respondents were undecided. The average and S.D. is
3.84 and 1.168 for males and 3.91 and 1.1215 for females. So, a good majority of
students agreed with the effect of motivation on problem solving abilities.
35
Table 4.4.1: Impact of lack of motivation

Scale Male Female
Frequenc % Mea S.D Frequenc % Mea S.D
y n y n
Strongly 10 6.3 3.84 1.16 9 5.6 3.91 1.21
Disagree 8 5
Disagree 10 6.3 10 6.3
Somewhat 31 19.4 32 20.0
Agree
Agree 55 34.4 53 33.1
Strongly 52 32.5 47 29.4
Agree
No Response 2 1.3 9 5.6
Total 160 100. 160 100.
0 0
According to results of table 4.23 students were asked either internal or external
motivation from teachers leads to success. About 89.4% male and 88.8% female
students were in favor of this, while 8.2% male and 8.1% female students didn’t favor
it. Only a negligible amount of respondents with ratio of 2.5% male and 3.1% female
showed no response. The average score and S.D is 3.99 and 1.025 for males and 3.88
and 1.107 for females. So, majority of students were in the favor of external and internal
motivation from teachers for their success. Sirait (2016) investigated that teacher play
motivational role. Student’s achievements were high when they were motivated in
mathematics. It was investigated that motivation increase interest of students and
overcome those possible problems that they face in mathematical formulas, facts and
figures and graphs.
Table 4.4.2: Impact of internal and external motivation on success
Scale Male Female
Strongly 3 1.9 3.99 1.025 4 2.5 3.88 1.107
Disagree
Disagree 10 6.3 9 5.6
Somewhat 32 20.0 47 29.4
Agree
Agree 59 36.9 47 29.4
Strongly 52 32.5 48 30.0
Agree
No 4 2.5 5 3.1
Response
Total 160 100.0 160 100.0
36
According to results in table 4.24 show that 88.7% male and87.5% female
students agreed that audio and visual aids enhance learning and keep their attention
during learning while10.6% male and 8.8% female students disagreed with this
statement because they don’t think so. Only 0.6% males and 3.8% females are
undecided. The average and S.D. for male and female students are 3.95, 1.021 and 3.99,
1.019 respectively. So, majority of students agreed with the effective use of audio and
visual aids because they think that cognitive abilities can enhance through the use of
audio and video aids. Muller (2006) agreed with the statement that audio and visual aids
plays an important role in learning of students. These techniques are used to grab
students’ attention and get rid of old traditional techniques.
Table 4.4.3: Role of audio-visual aids in learning
Scale Male Female
Strongly 5 3.1 3.95 1.021 3 1.9 3.99 1.019
Disagree
Disagree 12 7.5 11 6.9
Somewhat 20 12.5 26 16.3
Agree
Agree 73 45.6 70 43.8
Strongly 49 30.6 44 27.5
Agree
No 1 .6 6 3.8
Response
Total 160 100.0 160 100.0
In the below table 4.25 results show that 94.5% male and 88.2% female students
admitted “I need training to increase my problem-solving abilities” while 5.1% male
and 10.6% female students didn’t admit that training can be a factor that increase their
problem-solving abilities. 0.6% male and 1.3% female students didn’t show any
response. The mean and S.D. is 4.08 and 0.918 for males while 4.04 and 1.075 for
females. So, majority of students agreed with this statement. Heller and Heller (1995)
found similar results. They were agreed that exercise is required for solving some
typical or complex problems. Students need training to access possible solutions of
problems that were presented in physics. Foster (2000) was also agreed that training
develop quick performance among students. Training builds conceptual knowledge and
enhance student’s problem-solving abilities. Training is making practices for
perfection. Students always look for best. Lack of training cause failure in students
37
because they can’t get command over concepts, therefore whenever they face a problem
they get upset.
Tables 4.4.4: Impact of training on student’s success
Scale Male Female
Strongly 2 1.3 4.08 .918 5 3.1 4.04 1.075
Disagree
Disagree 6 3.8 12 7.5
Somewhat 30 18.8 21 13.1
Agree
Agree 62 38.8 58 36.3
Strongly 59 36.9 62 38.8
Agree
No 1 .6 2 1.3
Response
Total 160 100.0 160 100.0
The results in the given table 4.26 depicts that 96.3% male and 91.3% female
respondents agreed that “new experiments increase cognition and bring change in old
and traditional ways of thinking new experiments replace old traditional methods”,
while 3.8% male and 7.5% female respondents disagreed with it, and 1.3% female
respondents showed no response. The average and S.D. for males and females are 4.15,
0.906 and 4.03, 1.000 respectively. Mostly males and female’s respondent were agreed
with research statement. Garfinkel (2007) Construction of new concepts, learning of
formulas, command over procedures and leaning by doing is the main purpose of
scientific problem-solving methods.
Table 4.4.5: Impact of change in old and traditional ways of teaching
Scale Male Female
Strongly 3 1.9 4.15 .906 4 2.5 4.03 1.000
Disagree
Somewhat 28 17.5 27 16.9
Agree
Agree 59 36.9 63 39.4
Strongly 67 41.9 56 35.0
Agree
No 00 00 2 1.3
Response
Total 160 100.0 160 100.0
The results of table 4.27 show that 92.6% males and 95.1% females agreed that
experimental work spread excitement in science subjects to explore new ideas and
38
spread excitement of work, they support experimental work because experiments are
the testing of our hypothesis that we made on the basis of learned knowledge, while
less than one fourth 6.9% males and 7.6% females respondents disagreed with this
statement. The average and S.D. is 4.09 and 0.963 for males and 4.04 and 0.920 for
females respectively. This represents that majority of male and female students agreed
with the importance of experimental methods in science subjects. Roth (1995) agreed
that experimental work follow some recipes, students spend more time on experimental
works which enhance their excitement for work. Investigations find out that either
people work in scientific way or not, thinking systematically or not, reading or writing
with interest or not, problem solving abilities could be developed. Academic
achievements are increased with exploration of different problem-solving techniques.
Otherwise solutions remain a contradictory subject (Parveen, 2010).
Table 4.4.6: Role of science subjects in spreading excitement of work
Scale Male Female
Strongly 3 1.9 4.09 .963 2 1.3 4.04 .920
Disagree
Somewhat 24 15.0 34 21.3
Agree
Agree 62 38.8 59 36.9
Strongly 62 38.8 59 36.9
Agree
No Response 1 .6 00 00
Total 160 100.0 160 100.0
The results of table 4.28 depicts that 92.5% male and 91.2% female students
agreed with “I intrinsically motivated when I do all my practical work by myself, while
6.9% male and 7.6% female students didn’t show positive response for this statement
and 0.6% males and 1.3% females gave no response in this regard. The average and
S.D. are 4.01 and 0.981 for males and 3.99 and 1.076 for females. The majority of
respondent feel intrinsically motivated by doing all practical work by them. Valerio
(2011) agreed the value of intrinsic motivation. Positive relationship between student
and teacher is a way of enhancing confidence in students. When students feel
confidence, they are intrinsically motivated. Motivation develops curiosity and teacher
is required to move students.
39
Table 4.4.7: Impact of practical work

Scale Male Female
Strongly 2 1.3 4.01 .981 6 3.8 3.99 1.076
Disagree
Somewhat 36 22.5 37 23.1
Agree
Agree 53 33.1 48 30.0
Strongly 59 36.9 61 38.1
Agree
No 1 .6 2 1.3
Response
Total 160 100.0 160 100.0
Positive motivation nourish students problem solving abilities, similarly

negative motive has crucial impact on students’ learning. The results in table 4.29
showed that 85.0% male and 78.8% female respondents agreed that abusive language
or punishment from teacher reduce the problem-solving abilities of student’s
while12.5% males and 18.1% females didn’t agree with it and 2.5 % males and 3.1%
had no response. The average score and S.D. are 3.82 and 1.169 for males and 3.74 and
1.296 for females. So, the majority of respondents agreed with the statement. Morris
(2017) concluded that negative motivation such as punishment; abusive words, mental
torch and physical punishments have dreadful aspects on student’s learning.
Table 4.4.8: Effect of upbraid or abusive words from teachers
Scale Male Female
Strongly 8 5.0 3.82 1.169 12 7.5 3.74 1.296
Disagree
Disagree 12 7.5 17 10.6
Somewhat 37 23.1 32 20.0
Agree
Agree 50 31.3 44 27.5
Strongly 49 30.6 50 31.3
Agree
No 4 2.5 5 3.1
Response
Total 160 100.0 160 100.0
40
4.5 Role of encouragement in student’s learning

Encouragement is the state of giving support and confidence to someone.
Encouraging a student means providing support to student for independent learning and
taking active participation in classroom activities. It develops curiosity habits among
students to find out batter ways of doing some tasks. The positive aspect of
encouragement is that students become active learners instead of passive learners
(Holyoak, 1985). According to table 4.30 results investigated that 91.2% male and
91.3% female students agreed that encouragement factor from teachers and parents give
confidence to adopt risk oriented tasks, these respondents believe that success ratio is
high for those students who are encouraged from teachers and parents. 7.5% male and
6.3% female students disagreed and 1.3% male and 2.5% females had no response. The
average score and S.D. for males and females are 4.18, 1.043 and 4.27, 1.038
respectively. So, majority of respondents agreed that they get confidence when they get
encouragement from teachers and parents. Teven and crocker (1997) found that
encouragement from teachers as well as from parents is also important.
Table 4.5.1: Effect of encouragement on student’s learning
Scale Male Female
Strongly 4 2.5 4.18 1.043 7 4.4 4.27 1.038
Disagree
Somewhat 25 15.6 15 9.4
Agree
Agree 44 27.5 54 33.8
Strongly 77 48.1 77 48.1
Agree
No 2 1.3 4 2.5
Response
Total 160 100.0 160 100.0
The results in the table 4.31 show that 93.1% male and 93.1% female students
agreed that feedback and encouragement from teachers show positive effect towards
learning while 6.3% male and 6.3% female students didn’t agree with this. The ratio of
undecided male and female students is 0.6 and 2.5 respectively. The mean score and
S.D. is 4.17 and 0.986 for males while 4.02 and 1.079 for females respectively. So,
majority of students agreed that teachers’ feedback is very important for effective
learning. Teven and Crocker (1997) found that feedback and encouragement from
teacher to his students enhance cognitive, emotional, behavioral and social
41
development in students. Those teachers who are caring for students get high
achievement rate from students as compared to those who are not caring for students.
Table 4.5.2: Effect of teachers’ feedback on learning

Scale Male Female
Strongly 6 3.8 4.17 .986 7 4.4 4.02 1.079
Disagree
Somewhat 17 10.6 15 9.4

Agree
Agree 64 40.0 54 33.8
Strongly 68 42.5 77 48.1

Agree
No 1 .6 4 2.5
Response
Total 160 100.0 160 100.0
The results in table 4.32 indicate that 86.3% male and 85.7% female respondents
agreed with statement “daily basis monitoring enhances learning and problem-solving
abilities. Monitoring is of course a tough job for teachers because this activity demands
enough time. Utilization of enough time in this monitoring indicates the sincerity and
dedication of teachers towards their responsibility. On the other hand 13.1% male and
12.5% female respondents disagreed with this. 0.6% male and female respondents
showed no response. The average and S.D. for males is 3.83 and 1.083 while for
females are 3.86 and 1.113. So, majority of male and female respondents are in favor
of daily basis monitoring in learning. Dettmers (2010) found similar results for
monitoring of students from teacher may be in various forms. One of them can be in
the form of daily basis homework. Checking homework and providing feedback k is
best form of monitoring.
42
Table 4.5.3: Impact of daily basis monitoring from teachers

Scale Male Female
Strongly 4 2.5 3.83 1.083 5 3.1 3.86 1.113
Disagree
Disagree 17 10.6 15 9.4
Somewhat 33 20.6 33 20.6
Agree
Agree 55 34.4 54 33.8
Strongly 50 31.3 50 31.3
Agree
No 1 .6 3 1.8
Response
Total 160 100.0 160 100.0
Prizes are one kind of encouragement from teacher and increase students’
working efficiency. In this table 4.33 results for survey question shows that 90.0% male
and 92.5% female respondents agreed that prizes and some kind of stipends encourage
learning among students especially at secondary school level, where they enter the
period of puberty and need more encouragement than in past, but 9.4% male and 7.6%
female respondents disagreed with it 0.6% male respondents had no response. The
average and S.D. is 4.11 and 1.079 for male students and 4.14 and 1.081 for female
students. So, majority of students agreed with statement. Different investigations
favored this research question. Among them Morris (2017) concluded in his research
that prizes reinforce some students for learning. Prizes plays a positive motivation
among students. At secondary school level it reinforce competition among students.
Table 4.5.4: Role of prizes or stipends on problem solving abilities
Scale Male Female
Strongly 6 3.8 4.11 1.079 10 6.3 4.14 1.081
Disagree
Somewhat 21 13.1 17 10.6
Agree
Agree 51 31.9 57 35.6
Strongly 73 45.6 74 46.3
Agree
Total 160 100.0 160 100.0
In this research investigation results of table 4.34 shows that about 91.3% male
and 91.9% female students agreed with statement “I feel introducing a career or good
43
job opportunities urge positive motivation”, while 8.8% male and 5.6% female
respondents disagreed and 2.5% females showed no response. The average score and
S.D. is 4.03 and 1.055 for males while 4.17 and 0.998 for females respectively.
Majority of respondents are in the favor of introduction of good jobs as a positive
reinforcement. Similarly, Morris (2017) agreed that students are positively motive
when introducing a good career. Students need to eliminate the state of apathy.
Positive motivation such as introducing a good career opportunity and determination
of goals reduces apathy and enhances cognitive abilities which are having long term
effects on student’s life.
Table 4.5.5: Impact of positive motivation on learning
Scale Male Female
Strongly 7 4.4 4.03 1.055 4 2.5 4.17 .998
Disagree
Somewhat 23 14.4 25 15.6
Agree
Agree 60 37.5 56 35.0
Strongly 63 39.4 66 41.3
Agree
No 00 00 4 2.5
Response
Total 160 100.0 160 100.0
The table 4.35 indicates that 95.1% male and 94.3% female respondents agreed
that during facing a problem some appreciating words or awarding a title as best
problem solver enhance brainstorming abilities while 5.1% male and 5.0% female
students didn’t agree with it and 0.6% female respondents show no response. The mean
and S.D. is 4.04 and 0.920 for males and 3.99 and 0.904 for females. So, the majority
is in the favor of this study. Morris (2017) done a detailed work on positive and negative
aspects of motivation and concluded that positive as well as negative motivation affect
in different situations. Students utilize maximum abilities when they are titled as best
problem solver.
44
Table 4.5.6: Impact of appreciating words on brainstorming

Scale Male Female
Strongly 2 1.3 4.04 .920 4 2.5 3.99 .904
Disagree
Somewhat 34 21.3 29 18.1
Agree
Agree 59 36.9 77 48.1
Strongly 59 36.9 45 28.1
Agree
No Response 00 00 1 .6
Total 160 100.0 160 100.0
In the current study Independent sample T-Test was run and found the Gender
wise effect of problem-solving abilities of students. The result of this table shows that
there is significant difference, that was noticed between boys and girls students’ opinion
(P=.002). Boys students has more problem-solving ability (M=3.98) as compare to girls
students (M=3.91).
Table 4.5.7: T-Test: Gender wise effect of problem solving abilities of students
Factor Gender N Mean T Df P-value
Problem Boys 160 3.98 318 .362

Solving .912
Ability Girls 160 3.91 315.772
45
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATIONS
5.1 SUMMARY
Problem solving abilities are advocated by educationalist as challenging

conditions that reflect student’s skills in particular area. Solving a problem means
adopting some systematic methods for identifying correct solutions. Students cannot be
considered “literate” until they don’t get abilities to solve the problems of everyday life.
Often understanding the nature of problem is not easy for students. Sometimes students
have to face language problems, reading or writing problems, mathematical problems
and diagrammatical problems, scientific or experimental problems. Problem solving is
a logical and systematic process to find out solution of problems in creative and critical
way.
Problem solving ability is to attain some unique findings after analytical
reasoning. Problem solving ability involves cognitive process and makes some
effective and efficient consequences. It helps to solve our daily life problems. It
enhances an individual’s thinking, analyzing, synthesizing, and reasoning skills.
Problems take a lot of mass in our day to day life therefore there is no common way to
deal with them. All micro or macro problems when strikes on mind it gets some creative
and effective ideas to reach the conclusion. Whatever the problem is, students have to
recognize the kind of problem, adopting appropriate strategies, managing the
problematic situations and discussing the possible solutions with peers, teachers and
parents.
In students, development of problem-solving abilities means the organization of
their haphazard thoughts into productive way. It is a practice that students often escapes
from problems. They are unaware of suitable problem-solving techniques.
Psychologists believe that student should adopt easy techniques to solve their learning
problems. Student’s characteristics with different variables such as age, gender, mental
health, family income and choice of subjects have direct influence on his problem-
solving abilities.
46
Different methods such as Socratic methods, group discussions, heuristic

methods, discovery methods, experimental work and lab work have important role in
developing problem-solving abilities in students. It enables them to think in more
systematic and scientific way. It was concluded that ratio of achievement among
students were high when taught by problem solving techniques rather than expository
techniques. Two kinds of strategies could be used in understanding of problems: mark
the difficult key words and drawing a figure as a visual aid. Visual aids in the form of
diagrams increase mental processing. Second is the use of encouragement to answer the
problematic questions. The present study was conducted to identify comparative study
of problem-solving abilities of male and female students at secondary school level in
district Rawalpindi. Data was collected from 320 students (160 male and 160 female)
on the basis of following objectives: (1) compare significance differences of problem
solving abilities of students at secondary school level (2) identify different problem
solving techniques of students at secondary school level (3) find out various factors
affecting on problem solving abilities of students (4) suggest some effective measures
to enhance the cognitive efficiency of students at secondary school level to solve their
problems. Data was collected through simple random sampling from the secondary
schools in district Rawalpindi. Data was collected by the use of questionnaire. The
major findings are discussed as under.
5.2 Findings
 Slightly more than half respondents were up to 12-14 years old. 53.1% were
male and 58.1% were female respondents while more than one third respondents
40.0% male and 35.0% females belongs to age category of 14-16 years. Very
negligible amount of males and female were from 16-18 and above 18. . The
ratio is 2.5% and 4.4% males and 5.6% and.6% females respectively.
 A large majority of respondents studied in public schools, 56.3% males and
67.5% females were with very low income, less than 15000 while one forth
respondents, 27.5% males and 18.1% females respondents with family income
of 15000-25000. A very few respondents were belongs to family income above
25000 or more.
 A good majority of male respondents were agreed that they don’t escape from
the problems as compared to females. The ratio of agreed male and female is
72.6% and 46.3% respectively.
47
 Majority of respondents with ratio of 84.5% male and 89.5% female agreed
that they keep their attitude positive even in difficult situations.
 A good majority of respondents are agreed that they organized their thoughts
when they faced problems. The ratio of male and female is 93.8% and 95.7%
respectively.
 A large majority of participants with ratio of 92.0% male and 92.5% female
respondents admitted that during problem solving situations they obey the
classroom as well as school norms.
 Majority of males and females with ratio of 91.8% and 92.5% respectively
agreed that they understand and remember that lesson taught in the school which
provides help to the solutions of their problems.
 Majority with ratio of 95.1% male and 90.6% female students agreed that they
counsel with their parents, teachers and peers when they face some problems in
studies and day to day life.
 A good majority with ratio of 89.4% male and 84.4% female students agreed
that they use logics to find out solutions of their problems.
 Mostly males and females agreed with the use if scientific procedures. The ratio
of 89.5% male and 88.1% female students accepted that they use step to step
procedures like scientific procedures for finding solutions of their problems.
 A very good majority with ratio of 91.3% male and 94.4% female learners were
agreed that modern methods of teaching and learning are helpful for me.
that standardized test, statistical, scientific and technological methods increase
success rate in students as they find the solutions for their problems.
 Majority of respondents with ratio of 88.7% male and 95.6% female
respondents like to solve problem which are according to their interest.
 A very good majority with ratio of 93.7% male and 98.1% female students think
that science and mathematics increase problem solving abilities.
 Majority of respondents with ratio of 89.4% male and 90.0% respondents think
that scientific approaches increase creativity.
 Majority of respondents with ratio of 91.3% male and 89.3% female students
agreed that regular classes increase interest in related subjects.
48
students agreed with the importance of creative activities as compared to written
homework, as creative activities increase cognitive skills.
respondents agreed with creative and scientific methods because these methods
increase critical thinking.
 A good majority with ratio of 93.1% male and 92.6% female students were in
favor of doing group work, lab work and experimental work, as all kind of such
activities increase interest in learning.
respondents believed that lack of motivation is a factor that causes hindrance of
problem-solving abilities.
 When students were asked either internal or external motivation from teacher
leads to success 89.4% male and 88.8% female agreed with this statement.
agreed that audio and visual aids enhance learning and kept their attention
during learning.
 A good majority with ratio of 94.5% males and 88.3% female students admitted
that they need training to increase their problem solving abilities.
respondents agreed that new experiments replace old traditional methods and
enhance cognitive abilities.
 92.6% male and 91.2% female students agreed that experimental work spread
excitement in science subjects and students do not feel boredom in studies.
agreed that they are intrinsically motivated when they finish their practical work
by themselves.
respondents agreed that abusive language or punishment from teacher reduce
the problem-solving abilities of students.
that encouragement factor from teachers and parents give confidence to adopt
risk oriented tasks.
49
students agreed with feedback from teachers show positive effect towards
learning.
respondents agreed that daily basis monitoring enhance problem solving
abilities.
 A good majority with ratio of 90.0% male and 92.5% female respondent agreed
that prizes and some kind of stipends encourage learning among students
especially at secondary school level.
 Majority of respondents with ratio of 91.3% male 91.9% female students
agreed that Introducing a career or good job opportunities urge positive
motivation in them.
 A good majority with ratio of 95.1% male and 94.3% female respondents
agreed that while facing a problem some appreciating words from teacher or
awarding a title as monitor or best problem solver.
5.3 Conclusions
In this current survey it was concluded that male students of district Rawalpindi
have more problem-solving abilities (M=3.98) as compare to female students
(M=3.91). Students adopt different methods for solving their problems but in this
study it was found that both male and female students like to adopt scientific methods
at secondary school level to solve their problem because these methods enhance their
cognitive efficiencies. Mostly males and females agreed with the use of scientific
procedures. Students believe encouragement and feedback play an important role for
convince learning. A good majority with ratio of (91.2%) male and (91.3%) female
students agreed that encouragement factor from teachers and parents give confidence
to adopt risk oriented tasks. A large majority of participants with ratio of (93.1%) male
and (91.3%) female students agreed with feedback from teachers show positive effect
towards learning. A good majority of students use scientific procedures with ratio of
(89.5%) male and (88.1%) female. They accept that they use step to step procedures
like scientific procedures for finding solutions of their problems. With respect to
gender difference on problem solving abilities, it was concluded that males and females
have different pattern of thinking for different subjects such as physics, mathematics
and biology. A large majority of participants with ratio of (85.1%) male and (86.3%)
50
female students admitted the idea that mathematics and physics increase independent
thinking abilities. Males show more interest in solving mathematical problems
independently at school as well as at home while females show more interest in creative
activities than males. A large majority of participants with ratio of (86.8%) male and
(81.3%) respondents believed that they like to solve their problem-solving activities of
mathematical at school as they don’t have any guidance at home. Different factors such
as cognitive abilities, disciplines, motivational factors, and readiness of students for
learning and different teaching and learning methods influenced student’s problem-
solving abilities. Teacher’s feedback and encouragement build confidence in students.
Majority of male and female students like learning by doing in the form of lab work,
experimental work and e-learning prepare them to deal with risk oriented tasks.
Students are also agreed that problem solving methods help them to organize their
ideas. They were also agreed that problem based instructions from teachers positively
impact on their academic achievement.
5.4 Recommendations
The current study was “comparative study of problem-solving abilities of
secondary school students”, and it was found that students were afraid of science and
mathematics. They think that problem of various subjects like physics and mathematics,
are difficult to handle. Students believe that they take stress for these subjects and don’t
try to solve such problem alone. It was also an old practice that teachers usually use
traditional methods which don’t influence student’s cognitive abilities. The following
recommendations based on the current study are:
1. As compared to old traditional teaching methods, teachers can use different
modern teaching techniques such as heuristic methods, co-operative methods,
co-teaching, e-learning and use of ICT for solving the problematic situation.
Modern methods of teaching may enhance creativity and problem-solving
abilities of students.
2. Different instructional models and learning materials may be used as audio and
visual aids. These teaching aids may be helpful to grasp concentration of
students on material presented and may enable them to put different ideas for a
single problem.
51
3. Motivational techniques should be used to enhance cognitive efficiencies of

students. Extrinsic motivation from teacher in the form of prize or appreciation
leads to intrinsic motivation.
4. Negative motivation could have crucial effect on students learning. Therefore,
teachers should avoid factors of negative motivations such as abusive language,
shouting on children, use of physical and mental punishment.
5. The communication gap between teachers and students may be removed by
motivational techniques and encouraging students.
6. The positive effect of problem-solving abilities is that experimental work on
different science subjects may enhance their systematic abilities of performing
a task.
52
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APPENDIX I
(Questionnaire for students)
Comparative Study on Problem Solving Abilities of Secondary School Students
Part: 1 Demographic characteristics

Name: (Optional)
_____________________________________________________
Name of School:
_____________________________________________________
Class: 1 = 9th 2 = 10th

Age: 1 = 12-14 2= 14-16 3=16-18 4 = above 18
Gender: 1= Male 2= Female
Parents’ Monthly Income: 1 = less than 15000, 2= 15000-25000, 3= 25000-35000,
4= 35000-45000, 5= more than 45000
Part: 2
Note: For each of the following statement below, please indicate the level of agreement
or disagreement by putting a tick in the appropriate box. The scale for indicating the
responses is as follows:
Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Somewhat agree, 4 = Agree, 5 =
Strongly agree, X = No response
Sr. Statements 1 2 3 4 5 X
No.
Opinion of Student
4.2.1 I don’t escape from problems
4.2.2 I keep my attitude positive even
in difficult situations
4.2.3 I organize my thoughts when I
face problems
4.2.4 I obey the rules and norms of
classroom as well as school
4.2.5 I try to understand and remember
the lessons being taught in the
school
4.2.6 I do counseling from my parents,
teachers and peers
4.2.7 I always use logics to find out the
solutions
4.2.8 I like scientific methods for
finding the solutions of my
problems
Interest of students in learning
4.3.1 I think modern methods of
teaching and learning are helpful
for me
62
4.3.2 Standardized and statistical tests

based on science and
technological subjects increase
success ratio
4.3.3 I like to solve the problems, either
individually or in group, which are
according to my interest
4.3.4 I think mathematical and Science
subjects increase problem solving
abilities
4.3.5 I think scientific methods enhance
creative abilities
4.3.6 I believe that regular classes
increase interest in subjects
4.3.7 I think that creative activities
increase cognitive skills as
compared to written homework
4.3.8 Creative and scientific methods
increase critical thinking
4.3.9 I believe that group work, lab
work and experimental work
increase interest in learning
Positive and negative aspects of motivation
4.4.1 I believe that lack of motivation is a
factor that cause hindrance of
problem-solving abilities
4.4.2 Internal and external motivation
from teacher leads to success
4.4.3 I believe audio visual aids enhance
my learning and helped me to
maintain attention throughout
course
4.4.4 I need training to increase my
problem-solving abilities
4.4.5 New experiments increase
cognition and bring change in old
and traditional ways of thinking
4.4.6 I think experimental work as in
science subjects explore new ideas
and spread excitement of work
4.4.7 I feel intrinsically motivated when
I do all my practical work by
myself
4.4.8 I think upbraid or abusive words
from teachers limits the problem-
solving abilities
Role of encouragement on student’s learning
4.5.1 I feel encouragement from
teachers and parents gives me
63
confidence to experience risk

oriented tasks
4.5.2 I believe teachers’ feedback effect
positively towards learning
4.5.3 Daily basis monitoring enhance
learning and problem solving
abilities
4.5.4 I believe some kind of prizes or
stipends encourage me for more
learning
4.5.5 I feel introducing a career or good
job opportunities urge positive
motivation
4.5.6 I believe that appreciating words
or awarding a title or nomination
as best problem solver from
teacher enhance my brainstorming
To compile suggestions for achieving the desired academic performance of the

students
1
_____________________________________________________________________
__
2 __________________________________________________________________

1.1 Statement of The Problem

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

1.1 Statement of The Problem

Diunggah oleh

Hak Cipta:

Format Tersedia

1

1.1 Statement of the problem

Education plays very important role in development of problem-solving

2.1.3 Cooperative learning

2.3 Problem solving abilities of students in different subjects

piece of information is collected and managed in a specific manner by using various

development of problem-solving abilities. In English teaching practices of students of

3.1.2 Selection of sample

3.2 Data collection

DATA ANALYSIS AND INTERPRETATION

4.1 Demographic characteristics of respondents

Table 4.1.2: Distribution of respondents according to their age

14-16 years 64 40.0 56 35.0

16-18 years 4 2.5 9 5.6

< 18 years 7 4.4 1 .6

Total 160 100.0 160 100.0

Frequency Percent Frequency Percent

10th 80 50.0 80 50.0

Total 160 100.0 160 100.0

4.1.4 Family income

Table 4.1.4: Distribution of respondents according to their family income

15000-25000 44 27.5 29 18.1

25000-35000 11 6.9 11 6.9

35000-45000 6 3.8 3 1.9

<45000 9 5.6 9 5.6

Total 160 100.0 160 100.0

4.2 Opinion of Student

Strongly 32 20.0 3.45 1.512 72 45.0 2.62 1.686

Somewhat 22 13.8 15 9.4

Strongly 54 33.8 38 23.8

Somewhat 26 16.3 26 16.3

Table 4.2.4: Role of school and classroom norms

Table 4.2.7: Use of logics to find out the solutions

4.3 Interest of students in learning

Table 4.3.2: Role of standardized and statistical tests

(2016) assess student’s success through motivation in mathematics. He investigated

Table 4.3.7: Comparison of written homework with creative work

4.4 Positive and negative aspects of motivation

Table 4.4.1: Impact of lack of motivation

Table 4.4.7: Impact of practical work

Positive motivation nourish students problem solving abilities, similarly

4.5 Role of encouragement in student’s learning

Table 4.5.2: Effect of teachers’ feedback on learning

Somewhat 17 10.6 15 9.4

Strongly 68 42.5 77 48.1

Table 4.5.3: Impact of daily basis monitoring from teachers

Table 4.5.6: Impact of appreciating words on brainstorming

Problem Boys 160 3.98 318 .362

SUMMARY, FINDINGS, CONCLUSION AND

Problem solving abilities are advocated by educationalist as challenging

Different methods such as Socratic methods, group discussions, heuristic

3. Motivational techniques should be used to enhance cognitive efficiencies of

Dictionary of Education 2003. Retrieved from www.dictionaryof education.com.

Jonassen, D.H. 2011. Supporting Problem Solving in PBL. The Interdisciplinary

Scott and Marshall. 2009. A Dictionary of Sociology. Oxford University

(Questionnaire for students)

Comparative Study on Problem Solving Abilities of Secondary School Students

Part: 1 Demographic characteristics

Class: 1 = 9th 2 = 10th

4.3.2 Standardized and statistical tests

confidence to experience risk

To compile suggestions for achieving the desired academic performance of the

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