Comparison of Problem-Solving Skills in the Traditional Face-to-Face Classroom and Online Learning in Postgraduate Courses of Education Management

Abstract

Background: The COVID-19 pandemic has changed the paradigm in education due to mandatory online learning during the quarantine period. Hybrid learning is now another required learning tendency. Hence, the pandemic provided a chance to access students’ learning outcomes to different types of attendance from on-site to online formats. Objective: This study aimed at comparing problem-solving skills in traditional face-to-face classrooms with online learning settings in postgraduate courses in education management. Problem-solving skills are comprised of self-confidence, critical thinking, and creative problem-solving (CPS). Methods: A questionnaire was used to investigate 127 master’s students, including 64 students in the traditional face-to-face classroom and 63 in the online format. Results: The results showed that the online setting had significantly better performance in terms of high confidence and problem-solving than the postgraduates in the traditional face-to-face classroom. Conclusion: High problem-solving confidence significantly affects positive critical thinking and CPS in both learning settings, but low self-confidence does not significantly impact the two skills in both learning settings.