Meta-Analysis: General Problem-Solving Model and Student Skills in Science and Mathematics Education

Abstract

General problem-solving models, including Polya's model, Bransford and Stein's model, and the PISA model, are commonly adopted in science and mathematics education as methods for solving problems, despite limitations in addressing more complex and specific problems. This research aims to analyze the effectiveness of implementing general problem-solving models in improving students' problem-solving skills through a meta-analysis of 22 primary studies and 24 related datasets. The meta-analysis results show that the application of general problem-solving models has a significant positive effect on students' problem-solving skills compared to conventional learning models (g = 1.287, p < 0.001). The analysis of moderator variables reveals that the effectiveness of implementing these models is not significantly influenced by the learning domain, educational level, or study duration. However, the application of general problem-solving models in improving students' problem-solving skills is significantly affected by the answer format used in the assessment (Q = 6.983, p = 0.008), with a greater effect on open-ended response formats compared to multiple-choice formats. Furthermore, the sample size also moderates the effectiveness of implementing these general problem-solving models (Q = 5.730, p = 0.017), with a more substantial effect on smaller samples (≤ 30 participants) compared to larger samples (> 30 participants). The findings of this research provide valuable insights for educators and policymakers striving to enhance students' problem-solving skills in science and mathematics education.