Development Of Problem-solving Skills Research Articles

Examining mechanics problem-solving strategies among engineering students at a selected public university in Rwanda

Abstract This paper presents the findings of research conducted at a selected university in Rwanda aiming to evaluate the mechanics of problem-solving strategies among engineering students. Problem-solving is an important component of science, technology, engineering, and mathematics education as well as in everyday life. To enhance the development of problem-solving skills, researchers and curriculum creators must develop problem-solving strategies for solving mechanics problems and for improving engineering students’ performance in physics classroom tasks. The study investigated engineering students’ strategies for their mechanics problem-solving using a mixed-methods research approach that includes questionnaires, interviews, and tests. A purposive sample of 99 students was chosen, with 20 students and three instructors randomly selected for interviews. Findings revealed that students heavily rely on algebraic equations, neglecting visual representations in mechanics problem-solving. Challenges identified include limited familiarity with alternative representations, difficulties transitioning between them, and a constrained understanding of their interrelationships. Recognizing these practices and strategies informs the design of more effective pedagogical interventions. Incorporating the best problem-solving strategies in physics education is a potential avenue to bolster problem-solving skills and deepen comprehension of mechanics concepts among engineering students.

Enhancing University Students' Soft Skills: A Quantitative Study on Problem-Solving and Social Competence

This study investigates the development and interrelation of problem-solving skills and social competence among university students using the quantitative methodological approach. It addresses massive gaps in our knowledge regarding soft skill manifestation and evolution in higher education. Data was collected from 300 university students using validated survey instruments about problem-solving ability, social competence, academic performance, and other related variables through systematic sampling. There were a few significant positive correlations between problem-solving confidence, social competence, and academic performance. Multiple regression analysis demonstrated that problem-solving confidence and problem-solving skills are the principal predictors of academic outcome accounting for 25% of soft skill variance. Furthermore, the investigation indicates large substantive correlations between stress-coping mechanisms and social competence. This predicts that emotional resilience is influential in academic environments. This research analyzes the socioeconomic aspect of skill acquisition. Therefore, it underlines the need for specific education interventions. This contribution of the research to the theoretical discourse on the development of soft skills in higher education is further augmented by providing evidence-based recommendations for curriculum upgrading and institution policy reforms. The results of the study hold enormous implications for pedagogy practices and the development of education policy within higher education institutions.

Cloud-Based Automatic Configuration and Disaster Recovery of Communication Systems Applied in Engineering Training

Network management and troubleshooting require not only a grasp of advanced concepts but also the development of analytical and problem-solving skills. To bridge this gap, this paper introduces a novel network administration system, DRACSC (Spanish acronym for device for automatic recovery and configuration of communication systems), designed for the automatic configuration and disaster recovery of communication equipment. This system transcends the limitations of current hardware and software solutions by combining their advantages, boasting portability, automated functions, and a cloud-based repository as its main features. The DRACSC system, undergoing a comprehensive large-scale evaluation involving diverse user groups across multiple institutions, was tested with 89 users, including students and teachers at educational centers and ICT (Information and Communication Technology) professionals. The benefits of the system were evaluated through a training program based on simulated real-world ICT environments, focusing on both quantitative results on the reduction in time to complete user tasks, as well as qualitative results on the interface and usability of the system. Statistical analysis, including Welch’s t-test on opinion surveys, indicated a significant increase in knowledge and understanding, demonstrating the system’s potential to enhance education and practice. Moreover, the evaluation shed light on the user experience, with positive impacts observed for learning and teaching implications. As a result, the study has verified that the system has the potential to significantly influence network management practices, enhancing both learning and professional application through improved efficiency and usability.

Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning

The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.

The use of Educational Escape Rooms in the Lifelong Training of Mathematics Teachers

Educational escape rooms represent an innovative and engaging educational approach, with a high potential for the development of problem-solving and collaboration skills. That is why it is important to familiarize teachers with them and support them for their use in the teaching practice. Our paper presents a case study investigating the utilization of two versions of digital educational escape rooms (DEERs) within the lifelong training of mathematics teachers. Thirty-two mathematics educators of pupils aged 10 to 19 participated in the research. DEERs were developed in two digital platforms: Room Escape Maker and Google Forms, offering an interactive adventure game and a story-based text game, respectively. The study aimed to explore teachers' perceptions of these DEER versions and their potential applications in teaching. Data collection employed observation and a questionnaire survey, followed by qualitative evaluation through thematic analysis. The research's limitations include the sample size and the specifications of the utilized DEERs.

Evaluating the Impact of the Kampus Mengajar Program on Problem-Solving Skills in Primary School Teacher Education Students

Problem-solving is an essential skill for students, necessary for both acquiring knowledge and preparing for future challenges. The Kampus Mengajar Program, part of the MBKM (Independent Learning Independent Campus) initiative by the Directorate General of Higher Education, aims to enhance students’ soft and hard skills, including problem-solving abilities. This study investigates the impact of the Kampus Mengajar Program on the problem-solving skills of Primary School Teacher Education students. This qualitative research focused on students from the Primary School Teacher Education program at Riau University who participated in the Kampus Mengajar Program Batch 3. Data were collected through case studies, with participants' problem-solving abilities being the primary focus. Descriptive analysis was used to present the findings. The findings revealed that the Kampus Mengajar Program had a positive impact on students' problem-solving skills. Through this program, students were able to develop their soft skills, particularly problem-solving, by engaging in real-world teaching experiences and addressing challenges in primary school education. The Kampus Mengajar Program provided a practical platform for students to apply theoretical knowledge in real-world contexts, thereby enhancing their ability to analyze and solve problems. This hands-on experience proved effective in improving the students' problem-solving abilities, making it a valuable component of their teacher education. The Kampus Mengajar Program significantly contributed to the development of problem-solving skills in Primary School Teacher Education students, offering an effective approach to enhance both their soft and hard skills through practical, real-world engagement.

Enhancing python learning with PyTutor: Efficacy of a ChatGPT-Based intelligent tutoring system in programming education

Programming is regarded as a focal point in the current rapidly evolving educational landscape. To aid learning in this domain, we developed PyTutor, an innovative intelligent tutoring system (ITS) that is designed to assist beginners in Python programming. PyTutor utilizes the ChatGPT model to offer continuous guidance, problem-solving hints, and detailed code explanations. It features a structured hint system for each question, covering pseudocode, cloze, basic, and advanced coding solutions. In our 11-week experiment, we compared 35 students who used PyTutor with 36 students who did not. The results indicated the effectiveness of PyTutor, particularly for students with weak foundations in programming. Those with lower initial knowledge exhibited higher engagement, completion rates, and success rates in in-class and after-class programming exercises. Nevertheless, we observed a potential risk of overreliance on PyTutor among students, which may impede the development of independent problem-solving skills. Thus, we recommend the balanced usage of PyTutor. In conclusion, PyTutor is a valuable ITS in programming education that considerably improves the learning outcomes of beginners. Its tailored approach renders it a promising tool for bridging knowledge gaps and enhancing overall educational experiences in the field of programming.

Assessing the Quality and Effectiveness of School-Based Sports Coaching Programs in China

This research assessed the effectiveness of sports coaching programs implemented in schools in China. It examines explicitly crucial elements such as coaching credentials, program structure, sports infrastructure, safety protocols, monitoring and evaluation approaches, and technology integration. The study used a stratified sampling technique to choose a representative sample of athletes from various universities. Data was gathered by administering questionnaires and conducting interviews to evaluate the athletes' perspectives on the coaching programs. The findings suggest that athletes typically have a good perception of coaching programs, especially about their effective promotion of cooperation, safety, and use of technology. However, some aspects need improvement, including grasping sports skills, allocation of facility money, and availability of contemporary resources. Furthermore, the research revealed no statistically significant disparities in athletes' evaluations or program outcomes when they were categorized according to their gender, sport, or length of participation. Furthermore, the coaching programs show a modest favorable impact on athletes' physical fitness, sports performance, and general well-being, with specific attention on the development of endurance, resilience, and problem-solving skills. The study furthermore cites many significant obstacles coaches encounter, including resource constraints, cultural and academic demands, inadequate professional growth opportunities, and hurdles to effective communication.

Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic

ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The present investigation employed an educational design research (EDR) methodology in which the researchers incorporate ChatGPT into our Math+CT lessons to assist students in accomplishing the task. We purposely selected the participants who are mainly postgraduate students and collected data from the participants’ conversation with ChatGPT and recorded their screens while interacting with ChatGPT and our Math+CT task. We analyzed the data through descriptive qualitative method on the participants’ prompts, the final codes and the number of iterations. The researchers examined how ChatGPT could be utilized to assist the participants in writing GeoGebra commands in terms of its benefits and limitations. ChatGPT assisted most participants in completing the task successfully, with only a basic need for proficiency in GeoGebra commands, mathematics, and critical thinking. However, it revealed that participants did not yet utilize an affective prompt to ChatGPT. Furthermore, ChatGPT has the potential to be utilized for differentiated instruction due to the fact that its responses to individual users vary significantly based on the input prompts. Limited understanding of basic GeoGebra commands, and mathematical concepts could hinder the participants from training ChatGPT or prevent them from arguing with ChatGPT. This study enhances the existing literature by illustrating that ChatGPT can facilitate critical CT aspects, including programming and debugging, in a mathematics education context. This suggests that AI tools such as ChatGPT can contribute to the development of independent problem-solving skills, provide tailored support based on the needs of individual students, and enhance personalized learning experiences. Additional research involving students in school is required in order to gain a deeper understanding of the integration of ChatGPT into Math+CT lessons.

Breaking the taboo of using the nursing process: lived experiences of nursing students and faculty members

BackgroundDespite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students’ active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.ObjectiveThe aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.DesignA qualitative descriptive study.Participants9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.MethodsThis qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.ResultsAfter analyzing the data, a theme titled “Breaking Taboos in the Nursing Process” was identified. This theme consists of four categories: “Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,” “Enhancing the Applicability of the Nursing Process,” “Assisting in Positive Professional Identity,” and “Facilitating a Self-Directed Learning Platform.” Additionally, thirteen subcategories were obtained.ConclusionThe data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.

Modelo pedagógico basado en el constructivismo para desarrollar la competencia resolución de problemas en estudiantes de Ingeniería

The purpose of this study is to propose a pedagogical model to improve mathematical problem-solving competence in mining engineering students. The approach used was qualitative and applied research, propositional modality. The research was carried out in two phases. The diagnosis was carried out with a sample of 40 second cycle students. The sampling was non-probabilistic. The data were taken from an auxiliary register. The model proposal took into account the foundations, characteristics, design, description of the components, methodological guidelines for application and evaluation of the model. The results show that the level of achievement of problem-solving skills is high. The use of the pedagogical model allowed the development of problem-solving skills. The development of declarative content allowed us to have the necessary theoretical foundation to propose solutions to the problem linked to procedural content, allowing self-learning to be promoted through active strategies: thus, the attitudinal content will also allow us to organize favorable learning environments to develop a positive attitude towards the math.

A Case Study on the Application of a STEAM Education Program for Children in a Community Child Center: Focusing on Creative Problem-Solving and Interpersonal Skills

Objectives: This study aimed to observe the behavior of early grade elementary-school children enrolled in a community child center regarding creative problem-solving and interpersonal skills during the STEAM education program using qualitative research methods.Methods: The 10th STEAM education program was conducted from May to July 2023 at a community child center. With the consent of the participants, six early grade elementary-school children from the community child center were selected. The collected data were investigated to determine qualitative changes in participants’ behavior and thinking. The data were analyzed according to the criteria for creative problemsolving and interpersonal skills.Results: This study classified three stages of change in children while implementing the STEAM education program. In the 1st to 3rd sessions, the results were classified as “Problem-solving through profound exploration and observation” and a “Lack of interest and participation motivation” in creative problem-solving skills, and “Communication lacking consideration” in interpersonal skills. In the 4th to 9th sessions, they were categorized as “Idea presentation through divergent thinking” and “Perseverance toward achieving goals” in creative problem-solving skills and “Decision-making through role allocation” and “Sharing resources and cooperative communication” in interpersonal skills. In the 10th session, they were analyzed as “Effective self-expression and acceptance of others” in interpersonal skills.Conclusion: This study is significant because it supports the development of creative problem-solving and interpersonal skills of children in a community child center through the STEAM education program. This suggests the potential to contribute to the diversity and quality improvement of community childcare programs.

Implementation Of Problem-Based Learning In Sar Education And Training: A Narrative Study At Basarnas

The purpose of this study is to conduct an in-depth examination of the implementation of the problem-based learning (PBL) process through SAR (Search and Rescue education and training) experienced by Basarnas Yogyakarta members. The PBL model, which is relevant to the needs of SAR personnel, helps them face emergency situations and prepares them through realistic and learner-centered education. This research used a qualitative method with a narrative approach. The subjects of this study are 10 SAR personnel. Data were collected using observation techniques, in-depth interviews, documentation, and triangulation. The data analysis technique follows the qualitative descriptive analysis model of Matthew B. Miles, A. Michael Huberman, & Johnny Saldana, which includes data condensation, data presentation, and conclusion drawing. The findings indicate that the learning process using the PBL model through SAR training is oriented toward student-centered learning. The extensive opportunities provided by the PBL model offer direct experience that aligns with the goals of SAR training, fostering the development of problem-solving skills, teamwork, motivation, and independent learning among SAR personnel. The results of this study are expected to make a significant contribution to SAR education literature, offer practical recommendations for developing more effective and responsive SAR training curricula, and provide practical guidelines for other training institutions. The results of this research can be a basis for developing SAR training policies and curricula that are more problem-solving oriented. Basarnas may consider adopting PBL as the main approach in SAR education and training across their units.

Critical Thinking and Problem-Solving Skills in the 21st Century

In the 21st century, the development of critical thinking and problem-solving skills has become crucial for navigating an increasingly complex world. This study aims to explore the significance of these skills in modern education and how they can be effectively nurtured among students. The research employs a qualitative methodology, using interviews and focus group discussions with educators, students, and education experts as primary data sources. Through a thematic analysis of the data, the study identifies key strategies for integrating critical thinking and problem-solving skills into the curriculum. The results indicate that while educators recognize the importance of these skills, there are significant challenges in their implementation, including a lack of resources, teacher training, and assessment methods. Furthermore, the findings reveal that students who are exposed to curricula that emphasize critical thinking and problem-solving are better equipped to tackle real-world challenges, demonstrating enhanced creativity, adaptability, and decision-making abilities. The study concludes with recommendations for educators and policymakers to develop more comprehensive frameworks that support the integration of critical thinking and problem-solving skills in educational systems, ultimately preparing students to succeed in the 21st-century landscape.

Does ChatGPT Argue Like Students? Bundles in Argumentative Essays

Abstract The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to bridge this gap by comparing the use of 3-word bundles in A-level argumentative essays written by British students with those generated by ChatGPT. Our findings show that ChatGPT essays contain a lower frequency of bundles but these have a higher type/token ratio, suggesting that its bundles are more rigid and formulaic. We also found noun and preposition-based bundles are more prevalent in ChatGPT texts, employed for abstract descriptions and to provide transitional and structuring cues. Student essays are characterized by more epistemic stances and authorial presence, crucial in persuasive argumentation. We attribute these distinct patterns in ChatGPT’s output to its processing of vast training data and underlying statistical algorithms. The study points to pedagogical implications for incorporating ChatGPT in writing instruction.

A Look at External Political Efficacy and the Role of Digital Skills in the Adults U.S. Population

The ability to effectively use digital technology and problem-solve are critical skills for maintaining democratic health, particularly as civil society and the modern digital landscape continuously evolve. However, information on whether individuals have the critical problem-solving skills to use digital technology and confidently affect change is yet to be further explored. Using data from the 2017 Program for International Assessment of Adult Competencies ( n = 2749), we examined the associations between digital problem-solving skills and the three levels (low, neutral, high) of external political efficacy in the U.S. adult population. We used multinomial logistic regression and found a positive association between digital problem-solving skills and external political efficacy, while explanations for the three levels of efficacy are nuanced. Continuous development of digital problem-solving skills through adult education has implications for political efficacy, and ultimately for the promotion of a variety of civic engagement in the adult life stages.

Analysis of Ict Learning In Increasing The Intellectual Intelligence of Students In MTSN 4 Aceh Utara

Information and Communication Technology (ICT) education aims to provide knowledge and skills to learners in order for them to stay updated on technical advancements that are constantly changing. ICT learning at MTsN 4 Aceh Utara requires a variety of strategies and methods that emphasize the development of thinking, analysis, and problem-solving skills to enhance the intellectual intelligence of learners. The research is qualitative and uses methods of comparative analysis, involving students directly in the learning analysis of ICT. The results of the research show that intellectual intelligence has a positive influence in developing critical thinking, creativity, and analytical ability of students in MTsN 4 Aceh Utara. Average percentage results showed 73.3% for the learning material aspects of ICT, 70% for learning methods aspects, and 73,3% for learning evaluation aspects. These findings contributed to the overall improvement of learning quality in MTsN 4 Aceh Utara.

Pengembangan Keterampilan Menulis Teks Eksposisi dengan Metode Problem Based Learning pada Siswa di Sekolah Dasar

Development of Expository Writing Skills in Elementary School Students Can Be Achieved Through Problem-Based Learning (PBL). PBL Enables Students to Think Critically, Communicate Effectively, and Develop Problem-Solving Skills. Research Findings Show That PBL Is Effective in Enhancing Expository Writing Skills, Both in Structure, Style, and Content. PBL Also Boosts Students' Motivation in Writing Expository Texts. Therefore, Using PBL as a Strategy for Developing Expository Writing Skills in Elementary School Students Can Help Improve Learning Outcomes and Enhance Writing Quality

Explore first approach in a virtual and immersive learning environment with ChatGPT

Explore first pedagogical approach promotes the development of critical thinking and problem-solving skills. Promotes active involvement on the part of learners with the subject matter, which leads to exploring concepts through hands-on activities fostering a deeper understanding. The use of virtual and immersive learning environments (VILEs) in an educational context has raised interest among teachers and researchers. In this study, we design a short-training course supported by exploring first in a VILE. With this study, we investigate the perception of teachers who attended a short-training course about integrating VILEs in their teaching practice. Quantitative and qualitative methods have been used to collect teachers’ perceptions. Quantitative data were subjected to statistical analysis, and qualitative data to content analysis. The results excitingly reveal teachers’ openness to integrating immersive virtual learning environments in their teaching work and admit advantages. These teachers were interested in using immersive virtual learning environments as educational resources but recognized that they needed training to use them effectively. Therefore, it is thought that exploring first in an immersive virtual learning environment will contribute to distance education by online learning.

Implementation of AI Chatbot as an Interactive Learning Medium on Accounting Lessons in SMK

The purpose of this research is to describe how the implementation of AI-based accounting learning Chatbot as well as any obstacles faced by teachers in class X SMK Batik 1 Surakarta major Financial Accounting and Institutions (AKL). This type of research is qualitative by using case study methods against students who will use AI Chatbot on accounting subjects. Research was conducted at SMK Batik 1 Surakarta. The subjects in this study are X-grade students and teachers in financial and institutional accounting. (AKL). Primary data is obtained from students who are going to use the Chatbot AI application and secondary data from previous research as a journal that matches the research topic. Data analysis techniques include data collection, data presentation, data reduction, and conclusion drawings. In this implementation effectively enhance the understanding and skills of students and teachers in the use of artificial intelligence technology. The use of AI Chatbot has the potential to enhance student engagement and expand the availability of diverse learning materials, while also facilitating the development of problem-solving and analytical skills among students. However, obstacles such as inadequate understanding, resource constraints, and effective integration into the learning process must be overcome. Given these issues, it is vital to build long-term collaboration and provide sustainable assistance between educational foundations, formal education institutions, and government agencies.