English abstract
Abstract
This study aims at revealing the efficiency of using problem-solving strategy
in the development of creative thinking and academic achievement for grade
eight in the sultanate of Oman. The study population consists of 2814
students of grade eight students in the public schools for basic education in
South-Btinah governorate for the academic year of 2015-2016. The study
sample consists of 64 students of grade eight in Aqeel Bin Abi Talib school for
basic education. To achieve the study aims, the researcher used Torrance
test A & B. The researcher also designed a unit following problem-solving
strategy and then created an exam on that unit. The credibility of this study
tools was measured by presenting it to examiners to identify the external of
the first tool (Torrance Test), and the content reliability in regards to the unit
mentioned previously. The reliability of the tools was measured by the
internal harmony of it using Cronbach equation that is applied on both of
Torrance test and the exam.
findings of the study is that there are differences of statistical among the
experimental groups pertaining the dimensional measurement of the total
grades of Torrance test and its different levels in favor of experimental
group. That is a result of using the independent variable (Problem-solving).
The study also finds differences of statistical among the experimental groups
for both pre and post measurements and in the arithmetic average of
fluency, flexibility and originality in favor of the post application of Torrance
test.
Considering the previous findings, the study recommends that some of the
course content should be reformulated and restructured in a way that suits
problem-solving strategy. The study also recommends the inclusion of
problems and situations that challenge the students' mental abilities.
