Abstract:

Problem solving is one of the basic skills needed by individuals today. An individual who has attained problem-solving skills can both overcome difficulties in daily life and be successful in professional business life. In this respect, problem solving is considered as a skill that children should attain from an early age. Many variables are effective in the process of teaching problem solving skills. In this study, 4th grade students’ perceptions of problem-solving skills were assessed according to the variables of sex, receiving preschool education, parental education status, family type and person helping with school work. Employing the quantitative research method, the study used the descriptive survey design. The Problem-Solving Inventory developed for elementary school children was used to collect data. The inventory is a 5-point Likert type scale consisting of 24 items and three dimensions. The study universe was 4th grade students attending public schools in the central districts of Gaziantep. Because of the size of the universe, transportation, economic difficulties and lack of time, the study was conducted with a sample determined by simple random sampling method, one of the random sampling methods. 744 4th grade students participated in the study. The data of the research were analyzed with the SPSS 15.0 program. According to the study results, no difference was found in students’ problem-solving perceptions according to the sex variable. However, students’ problem-solving perceptions differ according to the variables of receiving preschool education, mother’s education level, father’s education level and family type. Also, it was concluded that having someone who helps students with school work makes a significant difference in their problem-solving perceptions. The study results were discussed within the framework of the relevant literature, and late various recommendations were given.

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