Özet:

The aim of this research is to determine the levels of students’ non-rutinely problems solving. It also has been studied the status of differentiation of these levels according to the academic levels and gender of schools. The scanning model, which is one of the quantitative research methods, was used to find answers to the questions discussed in the research framework. The example included eighth-class students who are studying in the school with two different levels of academic success. The data was collected from 102 students who participated in the study through the Eighth Class Problem Solving Test. The analysis of the data obtained from the test was done by giving 2, 1, 0 points on the correct, partially correct and wrong categories, respectively. According to the total scores obtained, students are assigned to very low, low, medium, high categories. T-Test and ANOVA were also used in data analysis. The study found that students’ ratings did not have a significant differentiation in terms of gender variability and that students’ ratings in schools with low academic success were lower than students’ ratings in schools with high academic success. At the same time, academic success has come to the conclusion that students in high schools are more successful in solving unrutinely problems. In some questions, students, regardless of their level of academic success, have made similar mistakes.

Özet:

The aim of this research is to determine the level of students’ solving non-routine problems. In addition, the differentiation of these levels according to the academic levels of the schools and their gender was examined. To find answers to the questions addressed within the framework of the research, the survey model, which is one of the quantitative research methods, was used. Eighth grade students in schools with two different academic achievement levels are included in the sample. Data were collected from 102 students who participated in the research through the Eighth Grade Problem Solving Test. The analysis of the data obtained from the test was made by giving 2, 1, 0 points over the correct, partially correct and incorrect categories, respectively. According to the total scores obtained, students were assigned to very low, low, medium and high categories. In addition, t-test and ANOVA were used in data analysis. As a result of the research, it was seen that there was no significant difference in terms of the gender variable of the students and the scores of the students in schools with low academic achievement were lower than the scores of students in schools with high academic achievement. At the same time, it has been concluded that students in schools with high academic success are more successful in solving non-routine problems. In some questions, it was observed that students made similar mistakes regardless of their academic achievement level.

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