Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático

Abstract

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

“…Following the experiment, the researchers were able to obtain results that were consistent with the goals that had been established. In line with the authors' research (Mayoral-Rodríguez et al, 2018;Wynn, 2018), additional results significantly impact student knowledge acquisition, comprehension of mathematical sequences, and application of that knowledge from experiential activities were planned and implemented. Researchers hypothesized that partly because of the short duration of the experiment, the students did not adjust well to the new learning method, which helped explain the average impact of the effect on the students' average score on the test.…”

“…It has long been known about the positive effects of experiential learning on educational outcomes, particularly in the field of mathematics education (Avelino et al, 2017;Mutmainah et al, 2019). The quality and effectiveness of learning can be improved by experiential learning (Weinbern et al, 2011;Mayoral-Rodríguez et al, 2018;Wynn, 2018) motivating learning (Venkatraman et al, 2019).…”

“…Especially, students who complete tasks requiring a thorough understanding of the lesson and openness to confronting unfamiliar problems benefit from this (Davidovitch et al, 2014). Mayoral-Rodríguez et al (2018) found that experiential learning can teach mathematics.…”

“…Experiential learning is essential (McCarty et al, 2018). Many mathematical concepts have been studied and taught experientially by students at the high school and university levels, including the equation of a circle (Tong et al, 2020), function continuity and angle between two planes (Davidovitch et al, 2014), mathematics with statistics (Venkatraman et al, 2019), arithmetic (Mayoral-Rodríguez et al, 2018), some advanced algebraic topics (Wynn, 2018), as well as mathematics and science (Roberts et al, 2016). Also, according to Pambudi's (2022) research, elementary students' motivation and achievement in geometry can be attributed to outdoor learning methods.…”

Metacognición y resolución de problemas en niños escolarizados

“…Considera que el desempeño en esta tarea permite reconocer la capacidad que tiene una persona para resolver problemas y los recursos cognitivos que utiliza para lograrlo (León-Carrión y Barroso, 2001). La bibliografía da cuenta de un amplio uso de la ToH en niños (Díaz, et al, 2012;Guevara et al, 2012;Mayoral et al, 2015;Mayoral et al, 2018;Moreno y Guidetti, 2018;Piaget, 1985), para explorar su capacidad de planificación. Son escasos los trabajos empíricos recientes que se ocupan de explorar procesos metacognitivos en la resolución de la ToH.…”