The Effects of Scenario-Based Learning Using Go on Problem-Solving Competency among Undergraduate Students: Integrating Polya’s Problem-Solving Framework

Abstract

This study aimed to (1) develop an instructional approach integrating scenario-based learning and Polya’s problem-solving framework through Go-based learning to enhance problem-solving competency among undergraduate students, (2) examine the effectiveness of the instructional approach, (3) compare students’ problem-solving competency before and after the implementation, and (4) compare problem-solving competency between the experimental and control groups. A quasi-experimental design with pretest–posttest measures was employed. The participants were undergraduate students from a private higher education institution in Thailand, enrolled in a course on Go and thinking skill development. The experimental group received the instructional approach, while the control group received conventional instruction. The approach was developed based on Polya’s four stages of problem solving: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. Data were collected using a problem-solving competency test administered before and after the intervention. The data were analyzed using descriptive and inferential statistics to examine differences within and between groups. The results indicated that students in the experimental group demonstrated higher problem-solving competency after the intervention compared to before the intervention. Furthermore, although the posttest scores of the experimental group were higher than those of the control group, the difference was not statistically significant. These findings suggest that the instructional approach contributed to improvement in problem-solving competency over time, particularly within the experimental group. In conclusion, the integration of scenario-based learning and Polya’s framework through Go-based learning can serve as an instructional approach to support the development of problem-solving competency in higher education.