The Influence On High School Students’ Problem Solving Through Their Cooperative Learning

This study with high school students as the research object, meanwhile,researcher use the experimental method, measurement, questionnaires andother methods of psychology, discuss the effect of different groups of studentssolve open-ended questions and closed questions in cooperative learning.Throughout the study consists of three sub-studies: Study I is drawing up thequestionnaires; Study II based on cognitive style, divided cooperative learninggroups into field dependent homogeneous groups, field independenthomogeneous groups and heterogeneous groups, trough the teamperformance of completed the open-ended questions and closed questions, toexamine the level of problem solving; Study III divided students into optionalgroups and heterogeneous groups, to investigate the level of problem solvingin the case of cognitive style matching.In this study, I total selected530students in high school, using SPSS17.0and LISREL8.7and other professional software for statistical analysis of thedata, the following conclusions:(1)Prepared in this study-group interaction questionnaire has goodreliability and validity study of group interaction effect can be used as thecooperation of the assessment tools.(2) The composition of the members have different effects on solvingopen-ended questions and closed questions. The field dependenthomogeneous groups, field independent homogeneous groups andheterogeneous groups of subjects have significant differences on the issue of opening up of the post-test total score and the fluency and originalitydimension, but there is no significant difference in the flexibility dimension.(3) The composition of the members have different effects on improving thelevel of problem solving. The field dependent homogeneous groups, fieldindependent homogeneous groups and heterogeneous groups of subjects havesignificant differences on the increase of fluency, originality, and the total scorein open-ended questions, but the difference was not significant in theimprovement of the flexibility. The above three groups of subjects have nosignificant difference in the improvement of closed questions solving.(4) The field dependence of homogeneous groups of subjects in behavioralinteraction score was significantly higher than the independent homogeneousgroup, no significant difference with the heterogeneous groups.(5) Emotional interaction has a role of moderator between the compositionof the members and the open-ended questions solving level.(6) Students freedom to select team members have different effects on thelevel of problem solving between open-ended and closed questions. Theoptional groups and heterogeneous groups of subjects have significantdifferences on the increase of originality and the total score in open-endedquestions, but the difference was not significant in the improvement of thefluency and flexibility. The optional groups and heterogeneous groups have nosignificant difference in closed questions solving.(7) The optional groups and heterogeneous groups have no significantdifference in the improvement of open-ended and closed questions solving.(8) The optional groups and heterogeneous groups of students havesignificant differences on the satisfaction, but in the emotional interaction,cognitive interaction, and behavioral interaction and the total score, thedifferences were not significant.(9) Behavior interaction has a role of moderator between the studentsfreedom to select team members and the open-ended questions solving level.