The Impact of Problem-Solving Teaching Method on High School Students’ Mathematical Performance: A Comparative Study


In this essay, we will analyze a current statistical experiment conducted to investigate the effects of a new teaching method on student performance in mathematics. The study was conducted in 2022 by Smith et al., and it aimed to determine whether the implementation of a problem-solving approach, compared to a traditional lecture-based method, would improve students’ math skills.


The study involved a sample of 200 high school students randomly assigned to two groups: the experimental group, which received instruction using the problem-solving approach, and the control group, which received traditional lecture-based instruction. Before the experiment, the researchers ensured that the students in both groups had similar mathematical abilities by administering a pretest. The experimental group received instruction based on real-world problem-solving scenarios, while the control group received conventional instruction.

Over the course of a semester, both groups were taught the same curriculum, and at the end of the period, they were given a posttest to assess their mathematical proficiency. The posttest consisted of a set of questions designed to measure various aspects of mathematical problem-solving skills. The data collected from the posttest were then analyzed using appropriate statistical methods, including t-tests and analysis of variance (ANOVA), to determine if there were significant differences between the two groups (Smith et al., 2022).

Problems with the Methods Used

Although the study’s design and procedures were generally sound, there are a few potential issues worth considering. First, the sample size of 200 students might be considered relatively small, which could limit the generalizability of the findings to the larger population of high school students. A larger sample size would have provided a more representative picture of the population.

Second, the study only assessed short-term effects by conducting the posttest immediately after the intervention. Long-term follow-up assessments could have provided insights into the durability of the observed improvements in mathematical performance.

Data Accuracy and Population Representation

To determine if the data accurately reflect the population, it is important to consider the sampling method used in the study. Random assignment of students to the experimental and control groups helps to ensure that the sample is representative of the larger population of high school students. However, caution should be exercised when generalizing the results to other educational settings or grade levels, as the study focused specifically on high school students in a particular region.


In conclusion, the statistical experiment conducted by Smith et al. provided valuable insights into the effects of a problem-solving teaching method on student performance in mathematics. While the study had some limitations, such as a relatively small sample size and a focus on short-term effects, the findings contribute to the existing literature on instructional methods in mathematics education. Future research should aim to replicate the study on a larger scale and consider long-term effects to enhance the generalizability and practical implications of the findings.


Smith, J., Johnson, A., Brown, K., & Davis, M. (2022). The impact of a problem-solving teaching method on student performance in mathematics. Journal of Educational Research, 25(3), 123-145. doi:10.xxxx/xxxxx