The relationship between selected variables and arithmetic problem solving among community college students

Abstract

Students at all academic levels have difficulty solving word problems. Because of individual characteristics, such as inadequate mathematics background, anxiety, and poor study habits, developmental students face a tremendous task in solving word problems. There is considerable documentation that several variables contribute to problem solving success. For this study, three of these variables, mathematics achievement, critical thinking and reading comprehension, were selected for investigation. The purpose of this study is to establish if there is a significant difference between developmental and nondevelopmental subjects as measured by the aforementioned variables. In addition, the study sought to establish to what extent mathematics achievement, critical thinking and reading comprehension contribute to the variance in problem solving performance among a sample of nondevelopmental and developmental students. The data will be analyzed by establishing intercorrelations between the independent variables, mathematics achievement, critical thinking, reading comprehension and the dependent variable, problem solving performance. Regression analysis will be used to select the variable which is the best predictor of problem solving performance, and multiple analysis of covariance will be used to establish if a significant difference exists between developmental and nondevelopmental subjects. Various individual traits influence one's ability to solve problems. The findings of this study may be beneficial in improving the ability of students to solve word problems.