Effect of the method of problem solving to critical thinking and achievement

The purpose of this study is to search for the effect of the method of problem solving to critical thinking and achievement. In this study, semi experimental, pre- test, post test model with experiment-control groups was used. This study has been applied for the third year of classes of coaching department at School of Physical Education and Sports, Abant ?zzet Baysal University. A achievement test developed by the researcher in order to evaluate students? achievement, Watson -Glaser scale of Critical thinking have been utilized in order to eveluate students? critical thinking. While analyzing the data, and preparing the achievement test, percentage, frequency,mode, median, dependant , independent groups, ?t? test , crombah alpha, reliability coefficiency have been applied In order to analyze the data of Watson-Glaser critical reasoning scale, Wilcoson test was used in the same group (dependant variable) for analyzing the subordinating problems (pre- post test) with two variables dependant and with the underlying consideration that there are not enough subjects in the study (subject group:31,control group:21). Mann Whitney U test was used for two unrelated variables. Data released in this study was also processed through SPSS, a package program. The level of meaningfulness was nominated as 0.05. At the end of the research; 1. According to Wilcoxson test which is conducted to measure the effect of the method of problem solving to critical thinking, the results of which released that there has been no meaningful difference in students? critical thinking process in the group of the method of problem solving. 2. According to Wilcoxon test results, method of problem solving caused a meaningful difference on students? success.The test was applied to find out if the method of problem solvinhg has an effect on students? achievement. 3. According to Mann-Whitney U test results , applied fort he purpose of sorting out if there is a meaningful difference in the level of control group and experimental group critical thinking, it was realized that there was a meaningful difference with the favor of experimental group in the perspective that Watson Glaser critical thinking scale ?realising the hypohesis? however when looked through the out come of the whole scale it is realised that there was no meaningful difference. 4. According to Mann-Whitney U test results, applied to find out if gender affects the process of critical thinking process of the subjects, it was found out that gender does not cause a difference in subjects? critical thinking process with the method of problem solving. 5. According to Mann-Whitney U test results, applied to find out if there is a meaningful difference in subjects? habit of reading a book, it was observed that the method of problem solving generated meaningful difference to favor of habit of reading seldom according to total critical thinking result. 6. According to Mann-Whitney U test results, there was no meaningful difference when the subjects? mothers? level of education was observed whether this variable affects the process of critical thinking of the subjects. 7. According to Mann-Whitney U test results, fathers? level of education, this method was realized not to have effect on the process of critical thinking of the subjects.This method was applied so that it can sorted out if there could be a meaningful difference in thinking critically when the subjects fathers were observed