Abstract
This study describes the development and structure of a coding scheme for analysing solutions to well-structured problems in terms of cognitive processes and problem-solving deficiencies for first-year engineering students. A task analysis approach was used to assess students’ problem solutions using the hierarchical structure from a theoretical framework from mathematics research. The coding scheme comprises 54 codes within the categories of knowledge access, knowledge generation, self-management, conceptual errors, mechanical errors, management errors, approach strategies and solution accuracy, and was demonstrated to be both dependable and credible for analysing problems typical of topics in first-year engineering courses. The problem-solving processes were evaluated in terms of time, process elements, errors committed and self-corrected errors. Therefore, problem-solving performance can be analysed in terms of both accuracy and efficiency of processing, pinpointing areas meriting further study from a cognitive perspective, and for documenting processes for research purposes.
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