| Abstract: | This research investigated potential gender-related effects of an explicitly stated problem solving plan for sixth graders. Females and males did equally well on both forms of the test. Students scored significantly higher (P = .023) on the second occasion of testing that included the problem solving plan. A mixed, two factor repeated measures Analysis of Variance found a significant effect for occasion of testing (P = .001) and a significant interaction effect of occasion of testing, test sequence, and gender (P = .006). It was concluded that females benefited from free exploration of problem situations followed by an organized exploration, while males appeared to function equally well regardless of the problem solving plan. |
