Cognitive styles and problem solving ability in fourth form mathematics classes in Guyana

Abstract

This study assessed the effects of learning styles on problem solving in mathematics by Form 4 students of senior secondary schools in Georgetown, Guyana. More specifically, it looked at the ways convergent and divergent thinkers solved both routine and non-routine problems in a controlled situation in which they were taught problem-solving skills. The study used a pretest-posttest control design, and data were collected through observation, checklists, teacher ratings, and student questionnaires. It was found that tuition in problem solving significantly improved the problem-solving ability of both convergent and divergent thinkers on routine problems. In addition, the divergent thinkers showed significant improvement on non-routine, problem-solving ability