<![CDATA[Problem-solving ability is important in higher education, particularly in Textbook Analysis courses requiring students to identify problems, evaluate evidence, generate alternatives, and formulate defensible recommendations. This study examined differences in students' problem-solving performance following instruction using an integrated active, creative, and responsive learning model. A quasi-experimental nonequivalent pretest-posttest control group design involved 68 students, comprising an experimental class (n = 34) and a control class (n = 34). Problem-solving ability was assessed using an essay test covering five indicators. Posttest scores were analyzed using analysis of covariance (ANCOVA), with pretest score as the covariate, while a Mann–Whitney U test of gain scores served as a nonparametric sensitivity analysis. Both classes had the same pretest mean (M = 62.38, SD = 1.71). After six meetings, the experimental class obtained a higher posttest mean (M = 87.29, SD = 1.49) than the control class (M = 75.29, SD = 1.49). ANCOVA indicated a significant between-class difference, F(1, 65) = 7210.442, p < .001, partial ?² = .991, with a mean difference of 12.00 points, 95% CI [11.72, 12.28]. The gain-score sensitivity analysis showed the same pattern (U = 0.000, p < .001). Hedges' g was exceptionally large (? 7.97) and should be interpreted cautiously because of restricted within-group variability. Overall, participation in the integrated instructional condition was associated with higher problem-solving performance. Because one intact class represented each condition and participants came from one study program at one university, the findings should not be interpreted as definitive causal evidence or generalized without replication.]]>
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