Effects of the future problem solving program on gifted students' ability to solve futuristic problems

Abstract

The purpose of this study was to determine the effects of the Future Problem Solving Program on gifted students' ability to solve futuristic problems. Three specific research questions were addressed. The first question dealt with the effects of the Future Problem Solving Program on subjects' total score on an ill-structured problem. Question two examined the effects of treatment on the variance accounted for by components within each group. Question three asked which components of the Future Problem Solving process differed across groups. Subjects were fourth- and fifth-grade gifted children in a suburban school district. Thirty-three students assigned to treatment had participated in the Future Problem Solving Program for at least six month, while the twenty- eight control subjects were non-participants in this program. All subjects attended a Mock Future Problem Solving Bowl and completed a problem booklet similar to those used in the Future Problem Solving Program. Results of analysis indicated a significant effect for treatment on total score. There was also a significant difference between the two groups in the amount of variance accounted for by the components within each group (treatment and control). In addition, there were significant differences among four of the six components across groups. There was a significant overall effect for the Future Problem Solving Program on the solution of futuristic problems similar to those used in the program. With the knowledge that the subjects did not differ in their performance on two components of the process, "alternative solutions" and "plan for acceptance", the conclusion was drawn that it is possible that experimental subjects, who had knowledge of the evaluation procedures, concentrated more on components that had a higher possible than these two components.