Problem-Solving Ability as a Factor in Selection of Major in College Study: Comparison of the Processes of “Idea-Getting” and “Making Essential Distinctions” in Males and Females

Abstract

This study attempted to relate problem solving and academic major among 331 male and 281 female college students through the use of 5 insight problems measuring 2 problem-solving processes: (1) generating the necessary idea for solution (“idea-getting”) and (2) making a distinction which prevents accepting a wrong answer as correct (“making essential distinctions”). Ss were divided into “subject matter groups” of related fields of study. Men's total scores were significantly higher than women's total scores over-all, and in 4 of 9 subject matter groups. For both sexes, the mean for the Physical Science group was significantly higher than for the remaining groups (except the male Biological Science group). The Fine Arts majors were also among the higher-scoring groups for both sexes. The high scores of the Physical Science group were due to significantly higher total scores on both types of problems. In comparing sex differences it was found that female Physical Science majors had a higher mean on the 3 “idea-getting” problems than did male counterparts but scored significantly lower on problems requiring “making essential distinctions.” For the total population, although men scored significantly higher on both types of problems, women did better on the “idea-getting” problems than on those that require “making essential distinctions.” Possible reasons for the superior performance in certain subject matter areas were discussed, as was the seemingly stable phenomenon of superior male ability in problem solving.