The impact of problem-solving strategies on correcting mathematical misconceptions: A field study on a sample of high school students

Abstract

This study aimed to determine the impact of problem-solving strategies on correcting mathematical misconceptions among high school students. A quasi-experimental research design employing a pre and-post-test non-equivalent groups design was used. The population of the study involved high school students at Didi Saleh High School in Hassani Abdel Karim Municipality, El Oued, Algeria,during the academic year 2023/2024. Two first-year literary classes, which were taught by the same teacher, were selected. Each class consisted of 24 students. After ensuring equality in the students' baseline mathematical concepts through a diagnostic test at the beginning of the school year, a random selection technique determined which group would be experimental and which would be the control.The experimental group was taught mathematics using a problem-solving strategy, while the control group was taught using the traditional method throughout the first trimester. An achievement post test, conducted at the end of the first semester, revealed significant differences at the 0.01 significance level between the two groups’ means, favouring the experimental group. This led to the conclusion that the problem-solving strategy is effective in correcting mathematical misconceptions among high school students.