Social Problem-Solving Activities in The Life Skills Course: Do Primary School Students Have Difficulty Solving Daily Life Problems?

Abstract

This study aimed to investigate how a social problem-solving education program implemented in the life skills course affected the social problem-solving skills of third-grade primary school students. For this purpose, using a mixed-methods research design, the participant students received social skills education over 20 class hours. The data collection tools used in the study were the Social Problem-Solving Skills Scale, semi-structured interviews, and document analysis. The study was conducted with 35 students attending a public school on the European side of Istanbul, Turkey. The dependent t-test was employed to analyze the quantitative data and content analysis for qualitative data. As a result, it was seen that the qualitative data supported the quantitative data. According to the quantitative data, after receiving social problem-solving education, the students developed the skills of creating alternative solutions, selecting a suitable solution, and estimating the outcomes of the selected solution. The students were also found to retain these skills four months after the education program. Furthermore, it was determined that the students mostly liked solving social problems, were able to solve the problems clearly and by associating them with the topic, generally enjoyed the problem-solving process, and produced various creative outputs. It is thought that the results obtained from this study will guide teaching practices involving social problem solving-based activities.