Problem Solving Ability: A Comparative Study of Tribal and Non-Tribal High School Students in Ranchi Town

Abstract

This study investigates problem-solving abilities among high school students in Ranchi Town, exploring the influence of gender, ethnicity, and school type. It aims to examine the impact of these factors on problem-solving skills. A sample of 80 participants, evenly split between boys and girls, representing both tribal and non-tribal backgrounds, as well as government and private school students, was utilized. The Problem-Solving Ability Test by L.N. Dubey (2006) measured problem-solving abilities. The results indicate that while boy students showed a slightly higher mean score in problem-solving compared to girls, the difference was not statistically significant. Similarly, the study found no significant difference in problem-solving abilities between tribal and non-tribal students. However, a significant disparity emerged between government and private school students, with the latter outperforming the former. This suggests that school type and available resources play a substantial role in problem-solving skills. These findings emphasize the multifaceted nature of factors influencing problem-solving abilities among high school students and call for further exploration of the mechanisms underlying the impact of school type on these skills.