Differences In Problem-solving Ability Research Articles

Effects of 7-step Problems Based Learning and Scientific Reasoning on Problem Solving Abilities

The end of this study to decide how the differences in problem-solving abilities of students who take part in learning using 7-step PBL and conventional methods are reviewed from high and low scientific reasoning ability. The sample in this study (N) numbered 125 students who were selected using convenience sampling statistical techniques. The method used in this study is a quantitative research method with a factorial 2 x 2 research design. Data on problem-solving ability was analyzed using a two-way ANOVA statistical test. The results of the study show that the learning method provides statistical differences in students' problem-solving abilities. This is due to several reasons, the first PBL 7-step learning in terms of clarification of terms and concepts provides an opportunity for the teacher to intervene if students provide incorrect explanations of the problem given. Second, students are given the opportunity to establish agreed problems not only to mention them but to discuss the problem formulation and also to examine broader relevance. Third, the ability to apply the knowledge gained during learning to new situations/problems in the PBL 7-step class is better than the conventional class. Keywords: problem-solving abilities, 7-step PBL, scientific reasoning ability. DOI: http://dx.doi.org/10.23960/jpf.v8.n1.202006

Pengaruh Model Pembelajaran Index Card Match (ICM) dengan Problem Posing Berbantuan Software MATLAB terhadap Kemampuan Pemecahan Masalah

The purpose of this study is to examine the effect of Index Card Match (ICM) learning model with Problem Posing approach and assisted by MATLAB software to improve problem-solving abilities both overall and reviewed from the students' early mathematical abilities. This research is quasi-experiment research with non-equivalent control group design. The population in this study is all students of class XI SMA N 2 Kuningan, with purposive sampling technique took two classes as a sample. The result of data analysis shows the average of students' initial problem-solving ability in the experimental group is equal to the average of students' initial ability in the control group with a significance value are 0.212. After the treatment, there are differences in problem-solving ability in the experimental class and control class that are 3.38 and p-value of -2.563 with asymp. sig 0.010, the rejection for H0 which means the ability to solve mathematical problems in the experimental class is better than the class control. But there aren’t differences in problem-solving abilities in the experimental class and control class with p-value 0.515 and sig 0.476, the acception for H0 which means there aren’t differences the improvement of mathematical problem-solving ability in the experimental class and the control class.

PENGARUH MODEL PEMBELAJARAN FSLC TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI MOTIVASI BELAJAR SISWA

This study aims to decide the effect of learning models on the ability to solve mathematical problems seen from student learning motivation. Learning model used is FSLC and conventional learning model. This type of research is a quasi experiment. The population in this research is the students of class VIII SMP N 1 Trimurjo academic year 2017/2018. The sample of this research is taken by using cluster random sampling technique with sample in experiment class as much as 32, and control class counted 31. The result of this research are as follows: 1) There is difference of problem solving ability between student learning by using FSLC learning model and model of learning conventional. 2) Problem-solving abilities in highly motivated students are better than those with moderate motivation and problem-solving skills in better-motivated students than low motivated students. 3) There is no interaction between FSLC and conventional learning model and learning motivation toward math problem solving ability. The FSLC learning model provides better mathematical problem-solving skills than conventional learning models in both high and medium motivations.

HE EFFECT OF PROBLEM BASED LEARNING MODEL AND PROBLEM POSING TO STUDENT PROBLEM SOLVING OF MATHEMATICS ABILITY

his research aims to: (1) find out whether is there the influence of problem based learning toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, (2) find out whether is there the influence of problem posing toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, and (3) find out whether the difference of problem solving ability between the students get problem based learning with the students get problem posing learning. The research design was pre-experimental with the population covering all seventh grade students of SMP N I Balong consisting of eight classes. Classes VII G and VII H were selected as the sample. The selection of sample class used purposive sampling technique. From eigth classes, Class VII G was treated problem based learning and class VII H was treated problem posing. Data collection technique was test ability to solve mathematical problems. Data analysis technique was used paired sample t-test and t sample independent test.The results on 0.05 significant level showed that the problem based learning has an influence to the students’ mathematics problem solving ability. Similarly, problem posing learning has an effect to the students’ problem solving ability of mathematics. When reviewed from the both of problem solving ability of mathematics model, problem based learning isn’t different with problem posing.

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study

BackgroundStudent self-debriefing promotes self-confidence, helps to increase clinical performance, and is a more cost-effective method than is traditional instructor-led debriefing in simulation-based learning. ObjectivesThis study compared the effectiveness of debriefing—in terms of the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction—between an experimental group who received both student self-debriefing (SSD) and instructor debriefing (ID) and a control group who received only instructor debriefing. DesignThis quasi-experimental study used a pretest-posttest non-equivalent control group design. SettingsTwo universities in South Korea. ParticipantsA convenience sample of 123 senior nursing students. The data were collected between 15 April and 9 June 2016. MethodsDifferences in the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction between the SSD + ID group and the ID-only group were measured. ResultsThe SSD + ID group showed significant improvements in the problem-solving process (t = 4.32, p < .001) and debriefing satisfaction (t = 3.19, p = .002), but not in debriefing assessment (t = 1.67, p = .097) or team effectiveness (t = 1.84, p = .069) compared to ID-only group. Specifically, as the number of student sessions increased, we observed significant differences in problem-solving ability (F = 9.44, p < .001), debriefing satisfaction (F = 7.78, p < .001), and the subdomains of debriefing assessment: ‘maintains an engaging environment’ (F = 3.78, p = .025), ‘structures the debriefing in an organized way’ (F = 4.27, p = .016), and ‘helps trainees achieve or sustain future performance’ (F = 3.17, p = .045). ConclusionsOur results can be used to develop guidelines for effective debriefing following simulation in nursing education. Specifically, combining SSD and ID in simulation debriefing and increasing the number of SSD sessions could help improve the problem-solving process and debriefing satisfaction among nursing students.

Effects of an Empowerment Program for Patients with Schizophrenia

Purpose: The aim of this study was to evaluate a ‘patient empowerment program for schizophrenia (PEPS)’ to improve problem solving ability, quality of life, and mental health literacy for hospitalized patients with schizophrenia. Methods: The study was a non-equivalent control group non-synchronized design. Study participants were recruited from a psychiatric hospital in Republic of Korea. Of 56 participants, 20 were assigned to the experimental group and 36 to the control group. Data were collected from September, 2017 to January, 2018. Data analyses included chi-squared or Fisher''s exact tests, t-tests, and repeated measure ANOVA with SPSS/WIN 21.0 program. Results: After participating PEPS, the experimental group showed a significant increase in quality of life and mental health literacy compared to the control group. However, there were no significant differences in problem solving ability between the two groups. Conclusion: Findings show that patients with schizophrenia receive benefits from PEPS in terms of quality of life and mental health literacy. However, further research is necessary to develop clinical strategies to improve their problem solving abilities.

ACADEMIC ACHIEVEMENT IN RELATION TO METACOGNITION AND PROBLEM SOLVING ABILITY AMONG SECONDARY SCHOOL STUDENTS

The study investigated the academic achievement in relation to metacognition and problem solving ability among secondary school students. The sample constituted of 200 students studying in XI grade both boys and girls adolescents belonging to science stream from CBSE as well as PSEB of Amritsar District were randomly selected. The metacognition (Meta-cognition inventory by Govil, 2011) and problem solving ability (Problem solving ability test by Dubey, 2011) tests were used for collecting the data. The findings of the study revealed that there exists no significant difference in metacognition and problem solving ability among girls and boys of CBSE and PSEB school students belonging to medical stream .But there exists significant difference in problem solving ability among students of CBSE and PSEB schools belonging to medical stream. There exists no relationship among metacognition, problem solving ability and achievement of secondary school students belonging to medical stream. However no significant interaction effect of metacognition and problem solving ability on achievement of secondary school students belonging to medical stream was found.

Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly. DOI : http://dx.doi.org/10.22342/jme.9.1.4125.81-94

Problem Solving Ability of the Adolescents in Relation to their Interest in Science

Problem solving forms an important ingredient of all scientific disciplines and it also constitutes an integral part of mathematics and science programmes at all level of studies viz. primary, secondary and upper secondary, almost everything that an individual does involves problem solving which is directed towards achieving a goal. The present study was designed to seek answers to three questions viz. whether there exist difference in problem solving ability and interest in science among boys and girls, and whether there exist any correlation between problem solving ability and interest in science. The results indicate that there is no significant difference in problem solving ability of girls and boys. The results also show that the difference in interest in science of girls and boys is significant. The coefficient of correlation between the problem solving ability and interest in science of the adolescents was found to be 0.494 which was found significant at 0.01 level of significance in the study.

On the Temporal Precision of Thought: Individual Differences in the Multisensory Temporal Binding Window Predict Performance on Verbal and Nonverbal Problem Solving Tasks

Although psychology is greatly preoccupied by the tight link between the way that individuals perceive the world and their intelligent, creative behavior, there is little experimental work on the relationship between individual differences in perception and cognitive ability in healthy populations. Here, individual differences in problem solving ability were examined in relation to multisensory perception as measured by tolerance for temporal asynchrony between auditory and visual inputs, i.e., the multisensory temporal binding window. The results demonstrated that enhanced performance in both verbal and nonverbal problem solving tasks (the Remote Associates Test and Raven’s Advanced Progressive Matrices Task) is predicted by a narrower audio-visual temporal binding window, which reflects greater sensitivity to subtle discrepancies in sensory inputs. This suggests that the precision of individuals’ temporal window of multisensory integration might mirror their capacities for complex reasoning and thus the precision of their thoughts.

Problem-solving ability and response to novelty in mountain chickadees (Poecile gambeli) from different elevations

Animals inhabiting challenging and harsh environments are expected to benefit from certain phenotypic traits including cognitive abilities. In particular, innovation and habituation are traits thought to benefit animals in challenging environments and increase individual’s probability of survival via increased foraging success. Here, we tested whether mountain chickadees from two elevations varying in winter climate severity differed in two traits involving innovation and habituation–problem-solving ability and response to novelty. Higher montane elevations are associated with a significantly longer winter period characterized by lower temperatures and more snow, making winter survival more challenging due to a probable increase in foraging demands. Mountain chickadees inhabiting the harsher high elevation were significantly faster at solving a novel problem than their low elevation counterparts. Birds from both elevations responded with increased latency to approach the novel object; however, there were no elevation-related differences. Male and female chickadees responded similarly on both tasks, suggesting no sex-related differences in problem solving ability or neophobia. The problem solving results are consistent with the results for closely related black-capped chickadees along a longitudinal gradient of winter climatic harshness on a larger geographic scale, but the response to novelty data is not. Overall, our data support the hypothesis that enhanced problem solving ability might be associated with living in harsher environments either via natural selection or by plastic response to different environments and suggest that differences in problem solving ability do not have to be associated with differences in neophobia.

Individual differences in social and non-social behaviors in domestic dogs (Canis familiaris) during the acquisition, extinction and reacquisition of a problem solving task

Dogs are able to solve different problems by trial and error learning, but it seems that they cannot understand the means-end connection. Some studies suggest that dogs’ performance is influenced by their breed and by the level of familiarity with the person they interact with. In our study, we assess individual differences in both social and non-social responses in a problem-solving task during the acquisition, extinction, and reacquisition phases. In order to investigate the effect of familiarity, in the first experiment, the human present during the task was either a familiar (the dog’s owner) or unfamiliar person. In the second experiment, we compared breeds (Retrievers and Shepherds) that had previously shown differences in a communicative task. The results revealed that all groups learned the task and became more efficient in the acquisition trials. These non-social responses diminished during extinction, where an increase in social responses was observed. With regard to individual differences, dogs were more persistent in searching the reward during the second extinction trial when the owner was present (in contrast with a stranger), and also looked longer at the unfamiliar person at the beginning of the acquisition trial. On the other hand, Retrievers showed greater social motivation during reacquisition and Shepherds picked up more bones during the third acquisition trial, thus suggesting a more persistent search of the reward. These findings highlight the relevance of studying different learning schedules as well as individual differences in problem-solving ability so as to improve selection and training techniques.

THE IMPORTANCE OF MENTAL REPRESENTATIONS IN DESIGN ENGINEERING

At its fundamental level, engineering is problem solving. An engineer must have problem solving abilities with some level of expertise. However, gaining these skills is challenging since design is often viewed as more of an art than science. This paper investigates the cognitive aspects of design expertise. We conclude that expertise relies on knowledge of the basic principles and the application of this theory. Examining the differences between expert and novice problem solving highlights this. Fundamental to the differences in problem solving ability and strategies is the level of sophistication, appropriateness, and completeness of their mental representations of the problem.

The effects of residential conditions on the problem solving skils of university students

In youth age, problem solving is defined as a response given in an important and difficult situation. This research aims to examine if there is a significant difference between “the problem solving abilities” of the university students on variables of students’ residential conditions, class levels, gender and age. Sample of the study is formed by totally 890 students (452 female, 439 male,; 322 of them are living with their families, 271 of them in dormitories, 298 of them in private houses) who are studying in first, second, third and forth classes studying in various departments at Selcuk University in Konya during 2008–2009. ‘Problem solving inventory’ is used which was translated by Şahin et al. (1993) and developed by Heppner and Peterson (1982) in order to determine the capability of solving problem. To find out their personal traits “personal information form” is used which was prepared by the researcher. The results of the research indicated significant differences in problem solving ability of undergraduate students depending on all variables.

Problem-solving Ability and Cognitive Maturity in Undergraduate Students

In this study, questions relating to problem-solving ability and cognitive maturity in undergraduate students were investigated: (1) Is there a relationship between age, gender, highest academic qualification or year of study, and problem-solving ability? (2) Is there a relationship between cognitive maturity and problem-solving ability? (3) Are there any changes in problem-solving ability and cognitive maturity from first-year to third-year undergraduates? One hundred and seventy-three undergraduate students at the University of Canberra, Australia, were administered a survey comprising 15 multiple-choice problems. Results suggested that the greatest differences in problem-solving ability were related to year of study, and existing academic qualification. Subjects aged 30 years and over were better problem solvers than those aged under 30; subjects who had just completed their secondary schooling performed better than subjects who had recently received a technical college qualification. Relationships between the number of variables to be manipulated in a problem and its successful solution, and between cognitive maturity and problem-solving ability, were observed. The ramifications of these results for the teaching of undergraduate students are discussed.

An Inter- and Intra-University Comparison With Short Case-Based Testing.

Comparisons between PBL and non-PBL medical schools on problem-solving ability often show no differences. This could be either due to the fact that no difference in problem-solving skills exists or that the instruments used are inadequate. In this study a key-feature approach case-based examination was used to compare two medical schools in the Netherlands, one of which has a PBL curriculum (Maastricht) and one which has a program half way a transition from a non-PBL towards a PBL curriculum (Groningen). Differences were found both in proficiency scores and in the pattern of response times, both supporting the assumption that a PBL approach would lead to a higher level of problem solving ability. The effect size, however, is not as large as originally assumed by the PBL proponents. Conclusions must be drawn with caution, but it seems likely that a test based on large numbers of short cases is the most sensitive in detecting differences in problem solving ability between students of different curricula.

Effects of Pascal and FORTRAN Programming on the Problem-Solving Abilities of College Students

The major purposes of this study were: (a) to determine if learning to program a computer in either Pascal or FORTRAN improves the problem-solving skills of students when compared to a control group and (b) to determine if learning to program a computer in Pascal is more effective than learning to program a computer in FORTRAN in the development of problem-solving abilities. Subjects were 58 college students enrolled in 15-week Pascal and FORTRAN computer programming classes. A 61-item problem-solving instrument was used as the pretest and posttest measure. Results indicated that learning to program in Pascal or FORTRAN does significantly improve problem-solving abilities of college level students, as measured by the instrument used, when compared to a group that receives no programming instruction. However, there was no significant difference in problem-solving ability between the Pascal group and the FORTRAN group.

Comparison of performance of final‐year students from three Australian medical schools

Between 1984 and 1986, 888 final-year medical students from The Universities of Sydney, Western Australia and Newcastle took part in trial examinations that comprised multiple-choice questions, modified essay questions and a patient management problem. Differences in student performance among the schools were small. In 1984 and 1985, Newcastle students performed less well than did Sydney students on multiple-choice questions that were prepared by The University of Sydney, but there was no difference between the schools in 1986. Sydney students performed better than did Newcastle students on the multiple-choice question paper that was prepared by The University of New South Wales in 1984, but in the last two years no differences have been detected between the schools in performance on this paper. The performance on modified essay questions in 1984 suggested that Newcastle students were stronger in behavioural sciences and weaker in pathological sciences than were Sydney students. Sydney students performed less well than did Newcastle students in the patient management problem in 1985, particularly in the area of the use of clinical investigations. On the one occasion of testing that involved students from The University of Western Australia (in 1985), these students performed best of the three schools in the patient management problem, and roughly equally with students from Sydney and Newcastle in the multiple-choice question papers. Differences among the schools usually amounted to less than 10% and might have been accounted for by differences in familiarity with test instruments. We conclude that medical students are likely to graduate from The University of Sydney, Western Australia and Newcastle with similar levels of knowledge of internal medicine. Possible differences in problem-solving ability require further study, particularly in the clinical setting.

The Sat as a Measure of Problem-Solving Ability in Males and Females

The purposes of this study were to determine (1) the relationship between mental operations involved in solving 5 insight problems and those used in taking the Scholastic Aptitude Test (SAT) and (2) whether the sex difference in problem-solving performance is still present in college students when SAT scores are equated. 264 male and 210 female Ss were tested. It was found that the SAT (Math) scores were correlated with problem-solving ability for both sexes, while the SAT (Verbal) showed little correlation for either sex. All problems contributed to the Math form correlation. Females were found to have scored significantly lower than males on the Math form and on the insight problems but did equally well on the Verbal. Matching of scores on the Math form did not remove the sex difference in problem-solving ability. When these scores were divided into sub-groups by level, it was found that females with high Math scores were responsible for most of the male-female difference in problem solving. Further analysis to determine reasons for this sex difference suggested a qualitative difference in cognitive style as opposed to differential motivation. Females seem to rely relatively more on recall while males rely more on problem solving when taking the SAT (Math).