An investigation of the relationship between cognitive development and the ability to solve two-step verbal problems in elementary school children

Ryan, Walter F. (1982) An investigation of the relationship between cognitive development and the ability to solve two-step verbal problems in elementary school children. Masters thesis, Memorial University of Newfoundland.

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Abstract

Purpose -- The major purpose of this study was to determine whether the Piagetan cognitive development stage of the student affects the ability to solve mathematical two-step verbal problems. Four questions were explored: -- 1) Does a student’s cognitive development stage affect his ability to solve two-step verbal problems? -- 2) Does there exist a relationship between the sex of the student and his ability to solve two-step verbal problems? -- 3) Does the sex of the student influence his cognitive development stage? -- 4) Does reading ability affect a student’s ability to solve two-step verbal problems? -- Sample -- The sample for the study consisted of 40 grade seven students. These students were randomly selected from the total population of grade seven students attending three suburban elementary schools in metropolitan St. John’s. -- Method and Procedures -- The sample students were administered the investigator’s Verbal Problem Test and the comprehension section of the Gates-MacGinite Reading Test, Level E, Form 1, as a group activity. Each individual student was then interviewed in an attempt to determine his formal reasoning ability on four Piagetan tasks. -- Each hypothesis was tested for significance at the .01 level. -- Results and Conclusions -- Analysis of the results indicated that Piagetan cognitive development stage and reading comprehension ability are significant factors in mathematical two-step verbal problem solving performance. The sex of the student was not a factor in determining either the student’s cognitive development stage or his two-step verbal problem solving performance. -- The major conclusion of this study was that students in the concrete stage of development have more difficulty with two-step verbal problems than students in the formal stage of development.

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