The Impact of Undergraduate Students’ Thinking Styles on Problem-Solving Skills

Year 2024, Volume: 13 Issue: 2, 697 - 716, 01.07.2024

Cumhur Güngör Emine Akkaş Baysal

https://doi.org/10.15869/itobiad.1299119

Abstract

The aim of this study is to examine the thinking styles of university students are and the effect of thinking styles on their problem-solving skills. The research used the correlational survey model because the relationship between the "thinking styles" and "problem solving skills" were examined. The sample of the research consisted of 566 undergraduate students. Personal information form, Thinking Styles Scale and Problem-Solving Inventory are used for data collection. Descriptive statistics such as mean and standard deviation, t-test, Anova and Pearson correlation, regression analysis have been utilized in data analysis. The level of students' thinking styles and problem-solving skills has been observed to be at a moderate level. There is a significant difference between students' thinking styles and problem-solving skills in terms of gender. The students' thinking styles and problem-solving skills do not show a significant difference in terms of class level. There is no significant difference in the relationship between students' thinking styles and problem-solving skills in terms of age variable. There exists a significant correlation between students' thinking styles and their problem-solving abilities. Students' thinking styles have a significant effect on their problem-solving skills. This study makes an important contribution to understand the thinking styles and problem-solving skills of university students and to examine the relationships in these fields. The results show that educators and guidance professionals should support students' problem-solving skills by taking into account their thinking styles.

Keywords

Problem-Solving, Thinking Style, Learning, Reasoning Ability, Creative Thinking

Üniversite Öğrencilerinin Düşünme Sitillerinin Problem Çözme Becerileri Üzerindeki Etkisi

Abstract

Bu çalışmanın amacı, üniversite öğrencilerinin düşünme tarzlarını incelemek ve düşünme tarzlarının problem çözme becerileri üzerindeki etkisini değerlendirmektir. Araştırma, "düşünme tarzları" ile "problem çözme becerileri" arasındaki ilişkiyi incelemek için ilişkisel tarama modelini kullanmıştır. Araştırmanın örneklemini 566 lisans öğrencisi oluşturmaktadır. Veri toplama için Kişisel Bilgi Formu, Düşünme Tarzları Ölçeği ve Problem Çözme Envanteri kullanılmıştır. Veri analizinde ortalama, standart sapma, t-testi, Anova ve Pearson korelasyonu, regresyon analizi gibi tanımlayıcı istatistikler kullanılmıştır. Öğrencilerin düşünme tarzları ve problem çözme becerileri düzeyinin orta düzeyde olduğu gözlemlenmiştir. Cinsiyet açısından öğrencilerin düşünme tarzları ve problem çözme becerileri arasında anlamlı farklılık bulunmaktadır. Sınıf düzeyi açısından öğrencilerin düşünme tarzları ve problem çözme becerileri arasında anlamlı bir fark bulunmamaktadır. Yaş değişkeni ile öğrencilerin düşünme tarzları ve problem çözme becerileri arasında anlamlı bir ilişki bulunmamaktadır. Öğrencilerin bilişsel tarzları ile problem çözme yetenekleri arasında anlamlı bir ilişki bulunmaktadır. Öğrencilerin düşünme tarzları, problem çözme becerileri üzerinde anlamlı bir etkiye sahiptir. Bu çalışma, üniversite öğrencilerinin düşünme tarzlarını ve problem çözme becerilerini anlamak ve bu alanlardaki ilişkileri incelemek açısından önemli bir katkı sağlamaktadır. Sonuçlar, eğitimcilerin ve rehberlik uzmanlarının öğrencilerin düşünme tarzlarını dikkate alarak problem çözme becerilerini desteklemeleri gerektiğini göstermektedir.

Keywords

Problem Çözme, Düşünme Stili, Öğrenme, Akıl Yürütme Yeteneği, Yaratıcı Düşünme

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