Effect of Collaborative Problem Solving on the Learning of Fifth Grade Elementary Students

Document Type : Original Article

Authors

1 Master's student, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

2 Assistant Professor, Department of Fundamentals of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

3 Professor, Department of Fundamentals of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

Abstract

Objective: The purpose of this study was to investigate the effect of collaborative problem-solving instruction on the learning of fifth-grade elementary students in science. The study aimed to determine whether the collaborative problem-solving method could enhance students’ learning.
Methodology: This study employed a quasi-experimental design with a pre-test–post-test structure and control and experimental groups. The statistical population included fifth-grade elementary students in Shiraz during the 2023–2024 academic year. A purposive sampling method was used to select a school with an average socioeconomic level. Data collection tools included researcher-made science tests whose content and face validity were confirmed, and their reliability was verified using Cronbach’s alpha (0.72). The experimental group received instruction through the collaborative problem-solving method over seven sessions, while the control group received traditional instruction. Data analysis was conducted using ANCOVA in SPSS after testing for normality and homogeneity of variances.
Results: The findings revealed a significant difference in learning between the group that received collaborative problem-solving instruction and the control group (p < 0.01). Moreover, the students' learning levels showed a notable increase after the implementation of collaborative problem-solving instruction.
Conclusion: The results indicate that collaborative problem-solving instruction can effectively enhance students’ science learning. Therefore, this educational method can be considered a suitable strategy in elementary schools to improve the quality of learning and promote students' social interactions.

Keywords

New Approaches in Educational Management
Volume 1, Issue 2 - Serial Number 2
Summer
August 2025
Pages 73-84

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