Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

Comparing the effectiveness of teaching problem-solving skills based on Tolman, and Gestalt’ theories on the problem-solving methods of high school students was the primary goal of this research. The current study was a semi-experimental study, and its statistical population included all 6,000 female students in the first year of secondary school in Hamedan, Iran. The statistical sample size was 75 people (three groups of 25) selected through the purposive sampling method. Moreover, the MANCOVA multivariate analysis of covariance test and the Scheffe post hoc test were used to analyze the data. The results showed that teaching problem-solving skills based on the two theories of Tolman and Gestalt affects students' five problem-solving methods. This training enhances positive and rational orientation methods and reduces students' use of negative, avoidant, and impulsive orientation methods. There is often a difference between the effects of problem-solving skills training based on these theories on students' problem-solving styles. The effectiveness of training based on Tolman's theory is higher than Gestalt's in all problem solving methods.