An Investigation of the Students of Primary School Problem Solving Abilities Depending on Need for Cognition

Abstract

This research aims to examine if there is a significant difference between “the problem solving abilities” of the undergraduates in primary school depending on variables of father’s education level, mother’s education level, class level, gender and need for cognition level. The paradigm of this research is 356 undergraduates who study at Primary School Department of Education Faculty in Çukurova University, Adana. In order to evaluate the need for cognition level of undergraduates the “need for cognition scale” is used, in order to evaluate the problem solving ability of them “problem solving inventory” is used and in order to determine their personal traits “personal information form” that is prepared by the researcher is used. The results of research indicated significant differences in problem solving ability depending on gender and class level. There is no significant difference in problem solving ability depending on the father’s education level and mother’s education level. A significant difference occurred in the interaction of need for cognition and mother’s education level. There is no significant difference in the interaction of need for cognition level and father’s education level, class level and gender.