Utilizing Socratic Teaching to Improve Problem-Solving Skills in Pre-Calculus
Keywords:
Socratic Teaching, Problem-Solving Skills, Pre-Calculus, STEM EducationAbstract
Problem-solving skills are essential in STEM education as they are cornerstone of success in these fields. Students in STEM disciplines are expected to do more than memorize facts; they must apply mathematical principles to address real-world challenges, analyze complex issues, and integrate information to devise innovative solutions. Lacking strong problem-solving abilities can make it tough for students to maneuver through the complex land- scape of mathematics within STEM subjects. To address these challenges, the researcher embarked on a study with the objective of improving the problem-solving skills of STEM 11 students in the specialized subject Pre-Calculus by utilizing Socratic Teaching Method. Socratic Teaching Method is acknowledged as an effective educational strategy for promoting critical thinking and problem-solving skills in students.
This study employed a quasi-experimental research design, incorporating a pre-test and post-test format across four iterations for both the control and experimental groups. The collected data was meticulously processed, orga- nized, tabulated, analyzed, and interpreted using relevant statistical tools.
According to the results, there is no significant difference in the pre-test scores between the control group and experimental group. However, a significant difference was observed in the post-test scores, with the experimental group obtaining higher scores.
Based on the findings, the researcher has made recommendations regarding the efficacy of Socratic Teaching as an intervention for enhancing problem-solving skills that should be integrated into mathematics classrooms.
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