Facilitating Problem Solving in a University Undergraduate Physics Classroom: The Case of Students’ Self-Efficacy

Paul Nnanyereugo Iwuanyanwu

doi:10.21601/ijese/11802

Abstract

Real-life and work-related situations of the 21st century present complex problems that require graduates to possess the skills to solve problems in challenging and unfamiliar arenas. Students must therefore have the skills to deal with a wide range of problems. Unfortunately, most students struggle to apply their learning to novel problem-solving situations regardless of their self-efficacy beliefs. It appears particularly significant to investigate this phenomenon in the context of physics education. Using a mixed-methods design within a collaborative learning environment (CLE), this study investigated the factors that influence students’ self-efficacy in solving conceptual mathematical problems in physics. The primary data sources were the science problem solving questionnaire (SPSQ), the self-efficacy rating scale (SERS), and two semi-structured interview items. The results of multi-level regression and descriptive data analysis revealed students’ self-efficacy in solving conceptual mathematical problems in physics (β=.16, p<.01, SE=.065). Among all the self-efficacy variables (e.g., mastery experience, vicarious experience, physical arousal, anxiety, and gender), mastery experiences composed the largest amount of unique variance between male and female students (36% and 21%). The regression coefficient showed a significant difference between male (β=.13, p<.01, SE=.02) and female (β=.34, p<.01, SE=.07). Female students reported slightly higher levels of anxiety (3%) than male students (2%) when completing the SPSQ. In terms of physiological states, females reported 7% and males 1%. The results also showed a strong positive relationship between the instructional approach and student performance (r=.86, p<.001). One major implication of this study is that science educators could include appropriate instruction in delivering content courses to potentially support student teachers at the beginning of their science education studies.

Highlights

Research in problem solving has shown that the degree of self-efficacy that students perceive about their own ability to solve problems can significantly affect how well they perform in problem solving tasks (Geifman & Raban, 2015; Salaza & Hayward, 2018)
The findings of this study show that various variables depicted in Table 1 as well as didactic instruction in which students demonstrate these variables collaboratively influence students’ self-efficacy and its causal attributes
Collaborative learning appears to play an important role in the design of instructional practice for science students or the goal of science curricula activities for students

Summary

Introduction

Research in problem solving has shown that the degree of self-efficacy that students perceive about their own ability to solve problems can significantly affect how well they perform in problem solving tasks (Geifman & Raban, 2015; Salaza & Hayward, 2018). Since a student’s belief in his or her abilities influences goal selection, persistence in the face of difficulties, and, as a result, task performance (Bandura, 2015), educators’ primary responsibility in teaching problem solving skills to students is to increase and sustain students’ selfefficacy in their learning (Salazar & Hayward, 2018). Students that have stronger self-efficacy beliefs frequently set goals for themselves and behave motivationally to accomplish these goals (Pamuk et al, 2017). They believe in their skills to complete assigned tasks well with little or no assistance from others (Lentfer & Franks, 2015)

Objectives

Results

Discussion

Conclusion