Examining the Efficacy of SSCS and Think-Talk-Write Intervention on High School Students' Problem-Solving and Learning Achievement in Probability

Abstract

Mathematical problem-solving is a core competency in mathematics education, serving not only as a means of mastering content but also as a foundation for logical reasoning, decision-making, and lifelong learning. Accordingly, this study aimed to: 1) examine students’ levels of problem-solving ability, 2) compare their problem-solving ability after receiving instruction through the SSCS learning model combined with the Think–Talk–Write technique to a 70% criterion, and 3) compare their learning achievement after receiving the same instructional approach to a 70% criterion. The sample comprised 38 of Grade 11 students which selected through cluster sampling. The results indicated that: 1) a majority of students (68.42%) demonstrated a high level of problem-solving ability; 2) students who received the SSCS learning model with the Think–Talk–Write technique demonstrated significantly higher problem-solving ability, with a mean score of 47.87, exceeding the 70% criterion at the .05 level of statistical significance; and 3) students’ learning achievement under this instructional model also significantly surpassed the criterion, with a mean score of 15.32 at the .05 significance level. These findings highlight the effectiveness of integrating structured problem-solving models with collaborative writing strategies to enhance both mathematical proficiency and overall learning outcomes, offering practical implications for improving mathematics education at the secondary level.