Evaluating the effect of cognitive-behavioral teaching on problem-solving ability and motivation to learn mathematics in first grade high school students

Document Type : Original Article

Authors

1 Department of Electrical Engineering, Mi.C., Islamic Azad University, Miyaneh, Iran

2 Department of Mathematics, Mi.C., Islamic Azad University, Miyaneh, Iran

10.48310/rme.2026.21457.1131

Abstract

Background and Objectives: The aim of this study was to investigate the effectiveness of mindfulness-based cognitive-behavioral training on problem-solving ability and mathematics learning motivation among lower secondary school students in Miyaneh city. Methods: The present research employed a descriptive-correlational design and, in terms of purpose, is considered an applied study. The research instrument was a questionnaire, and data were collected through fieldwork. The study followed a quasi-experimental method with a pre-test, post-test design including a control group. The statistical population consisted of all lower secondary school students in Miyaneh city. Data were analyzed using Analysis of covariance through SPSS software. Findings: The results showed that applying mindfulness-based cognitive-behavioral training improved students’ problem-solving abilities and increased their motivation to learn mathematics at the lower secondary level. Conclusion: The results of the present study showed that education with cognitive-behavioral methodology based on mindfulness led to a significant increase in problem-solving ability in the experimental group compared to the control group.

Keywords

Files

Share

How to cite

Statistics