Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

Efrain Duarte Briceño, Maria Teresa Diaz-Mohedo, Jorge Carlos Aguayo Chan, Guillermo Baeza Ballote


The research question was inquiring the undergraduates’ perception of their professors’ practice regarding whether
they make use of the creative problem solving (CPS) as a competence for teaching. The study was performed in a
public university located in the urban area of Merida City, Yucatan, Mexico, where a total of 247 undergraduates
from the Education, Economy and Psychology schools participated. A Teacher Practice Perception Scale (TPPS) was
used to know how undergraduates perceive the professor’s practice under the creative problem solving, the
facilitating and hindering factors for developing creative solutions, the importance of CPS for the curriculum and
proposals to develop CPS in the university instructional practice. The results show that (a) all undergraduates
perceive CPS at a high level of importance, (b) Psychology undergraduates perceive a medium-high use of CPS by
their professors, and (c) Psychology undergraduates perceive at a higher level the facilitating factors of this process.

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Copyright (c) 2018 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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