Effect of the integrated cooperative problem solving and multiple representations approach on mathematical problem solving skills

Partnership boosts problem solving skills in mathematics. This study aimed at examining the effect of integrating cooperative problem-solving with multiple representations, cooperative problem-solving and multiple representations instructional approaches on students’ mathematics problem-solving skills. The Integrated cooperative problem-solving with multiple representations, cooperative problem-solving, and multiple representations approaches were conducted in intervention groups at the education colleges of Dilla, Hossaina, and Arba Minch, respectively, whereas Bonga education college students were the comparison group. The study employed a quantitative research approach with pre- and post-tests using a non-equivalent quasi-experimental research design. Reliability tested by piloting the instrument to 80 students on both pre and posttest. Using Cronbach’s alpha, the reliability test resulted in 0.73 on pretest and 0.71 on posttest, the acceptable range. And ICC = 0.89 (95% CI [0.84, 0.92]), F(1, 156) = 9.382, p = 0.000 < 0.05 indicating acceptable consistency. Analysis by paired samples t-test indicated a Bonferroni post-hoc comparison of repeated measures of ANOVA confirmed that students received instruction through integrated cooperative problem-solving with a multiple representation instructional approach scored a significant (p= 0.020 < 0.05) increase compared to the comparisongroup with medium effect size. We concluded that the integrated cooperative problem-solving with multiple representations instructional approach is effective in enhancing students’ problem-solving skills in mathematics compared to the other tested approaches. Therefore, we recommend that teachers use this instructional approach to foster students’ problem-solving skills.