Journal of Curriculum Research 2251-6794 7 2 2018 02 20 The Effect of Problem Solving Training on Student’s Responsibility in the Third Grade of the First Period of Male Secondary Schools The Effect of Problem Solving Training on Student’s Responsibility in the Third Grade of the First Period of Male Secondary Schools 67 87 4744 10.22099/jcr.2018.4744 FA Hassan Gharibi Assistant professor of psychology, Payam-e-Noor University, Iran Journal Article 2015 08 23 This research aimed to study the effect of problem solving training on student’s responsibility in the third grade of male secondary school. The method of this study was quasi-experimental with pre-test/post-test design. The population of this research was the third year high school male students in Sanandaj. After the pre-test 30 students with low responsibility were selected randomly and then divided into two groups of experimental and control. The research instrument was Kurdluo (1387) questionnaire. Experimental participants recived a treatment by attending 6 sessions of problem solving training while the control participants did not received any problem solving training course.  The data were analyzed through Covariance method. The results showed that responsibility of the experimental group significautly increased after the treatment. In other words the findings confirmed the efficacy of applying problem solving training to increase the students’ responsibility; problem solving as an educational approach can be a dynamic technique which can influence and develop the student's capabilities by considering different and effective strategis for decision making. This research aimed to study the effect of problem solving training on student’s responsibility in the third grade of male secondary school. The method of this study was quasi-experimental with pre-test/post-test design. The population of this research was the third year high school male students in Sanandaj. After the pre-test 30 students with low responsibility were selected randomly and then divided into two groups of experimental and control. The research instrument was Kurdluo (1387) questionnaire. Experimental participants recived a treatment by attending 6 sessions of problem solving training while the control participants did not received any problem solving training course.  The data were analyzed through Covariance method. The results showed that responsibility of the experimental group significautly increased after the treatment. In other words the findings confirmed the efficacy of applying problem solving training to increase the students’ responsibility; problem solving as an educational approach can be a dynamic technique which can influence and develop the student's capabilities by considering different and effective strategis for decision making. https://jcr.shirazu.ac.ir/article_4744_f79bffc0ed3dcce6b21071c946c2563e.pdf