ROLE OF PROBLEM-SOLVING ABILITY IN THE ACHIEVEMENT OF CHEMISTRY AT THE UNDERGRADUATE LEVEL

Abstract

The MANOVA results for the corrected model value of 1.201 with a significance of 0.30, the results revealed that students in the experimental group exhibited higher scores in learning motivation and problem-solving ability compared to the comparison group. These findings suggest that structured, semi-structured, and free problem-posing activities contribute to the enhancement of students' problem-solving skills and metacognitive awareness.