Abstract:
This study explores strategies to foster problem-solving skills in students. Educational strategies, problem-solving strategies and strategies to improve creativity are introduced using a participatory action research (PAR) design. The research is located within the specific context of a qualitative interpretivist study. A PAR design is used to ensure that shortcomings with the approach can be identified and improvements can be implemented as the cycle is repeated. The intervention strategy took the form of two cycles of three sessions each where students were exposed to problem-solving strategies as part of their Actuarial Science Honours course. The participants were Actuarial Science Honours students at the University of Pretoria. Data on how the students experienced the interventions and their ability to apply the strategies were collected using surveys and focus-group discussions. The researcher also observed and reflected on the behaviour of students in the sessions. The aim with analysing the data was to establish the effect that exposure to the strategies had on students' ability to develop problem-solving skills. The findings of the study reveal that exposure to the strategies made students aware that problem-solving skills were important to acquire in the Actuarial Science field and for life in general. They gained insight into what aspects were required to foster the skills within themselves. Students started applying some of the strategies to improve their understanding of the underlying fundamentals of their subjects. They also started applying some of the strategies to improve their ability to solve problems in a structured and creative way. However, given the time constraints and pressures of their Honours year, they struggled to apply these strategies consistently, especially under test and examination conditions. The conclusion, concurring with the literature, is that students should be exposed to problem-solving strategies on a regular basis to foster problem-solving skills. The more students practise solving problems, the more natural it would become for them to use the strategies. In an effective education system, what students need to learn, how it is taught, assessed and how all aspects are intertwined with the goal of meaningful learning by students must be aligned.
