Level Of Problem Solving Skills Research Articles

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

Influence of Project Management Skills on Project Sustainability: A Case of Vision 2020 Umurenge Program in Burera District, Rwanda

The main purpose of this study Was to investigate the influence of project management skills on the project sustainability. This research was carried out to achieve the following specific objectives: To determine the influence of leadership skills on the sustainability of VUP in Burera district, To determine the influence of communication skills on the sustainability of VUP in Burera district, To assess the influence of problem-solving skills on the sustainability of VUP in Burera district. The study adopted the mix method research design. In data analysis the study used both descriptive (frequencies, percentages, mean and standard deviation) and inferential statistics (Pearson correlations and regression analysis). In order to select the sample size, the researcher adopted census sampling technique with 53 respondents. The data was corrected by means of questionnaire then after while analyzing data derived from questionnaire SPSS software was helpful as it helped us to have mean, standard deviation, frequency and other required items that helped us to analyze and interpret information so that the researcher can get reliable findings. The analysis revealed significant correlations between the project management skills and project sustainability outcomes: Leadership Skills: The correlation coefficient between leadership skills and project sustainability was 0.705** (p < 0.01), indicating a strong positive relationship. Higher leadership skills were associated with improved project sustainability outcomes. Communication Skills: The correlation coefficient between communication skills and project sustainability was 0.942** (p < 0.01), indicating a robust positive relationship. Greater communication skills were strongly linked to enhanced project sustainability outcomes. Problem-Solving Skills: The correlation coefficient between problem-solving skills and project sustainability was 0.683** (p < 0.01), affirming a significant positive relationship. Strong problem-solving skills were correlated with better project sustainability outcomes. These findings suggest that project managers possessing higher levels of leadership, communication, and problem-solving skills are better positioned to ensure project sustainability. The study contributes to both academia and practice by shedding light on the critical competencies that drive projects toward lasting positive impacts. Organizational decisions related to project management training and skill development can benefit from these insights, ultimately fostering more sustainable project outcomes. Based on the findings, the study recommends the government of Rwanda to invest in Leadership Development to empower project teams to navigate challenges, inspire motivation, and foster a shared vision, ultimately contributing to the sustainable success of the VUP program.

Improving The Grade 7 Students’ Problem-Solving Skills In Physics Through ReGiFoSoFi Method

This action research aimed to find out if the use of ReGiFoSoFi Method is effective in improving the problem-solving skills of the 30 students of Grade 7-Amethyst of Dr. Ricardo Gacula Memorial National High School during the Academic Year 2022-2023. This action research made use of the One Group Pre-Test Post-Test research design in determining the level of problem-solving skills of the respondents before and after the utilization of ReGiFoSoFi Method. The data gathering instrument utilized in this action research was a 40-point teacher-made test which is composed of a 15-item multiple choice and a five-item problem solving with the use of a rubric in checking. For the analysis and interpretation of the results, the statistical tools frequency and percentage, mean, standard deviation, coefficient of variation, t-test, and gain ratio were used. Based on the findings, the researchers arrived at the following conclusions: (1) the level of problem-solving skills of Grade 7-Amethyst in Physics improved from Very Poor to Very Satisfactory, (2) ReGiFoSoFi Method is an effective strategy in improving the problem-solving skills of Grade 7-Amethyst in Physics, and (3) there is a good increase in the post-test scores of the students after the implementation of ReGiFoSoFi Method. Based on the conclusions, the following recommendations are set forth: (1) The school administrators may continue to encourage their teachers to attend training and workshops concerning strategies and methods in teaching science, for them to formulate new strategies to improve the skills of the students like ReGiFoSoFi for problem-solving skills in physics, (2) the science Teachers may adopt ReGiFoSoFi Method in teaching physics-related problems, (3) the students may engage themselves on the proper and systematic way of solving a problem using ReGiFoSoFi Method, and (4) a further study may be concluded using ReGiFoSoFi Method in teaching other physics-related topics to a wider and different group of respondents. Keywords: ReGiFoSoFi Method, Problem-Solving Skills, Physics

Soft Skills and Sales Performance of Life Insurance Agents in Tagum City

This study explores the significant relationship between soft skills and the sales performance of life insurance agents in Tagum City. The findings contribute to existing knowledge in the literature by shedding light on the connection between soft skills and sales performance among these agents. Utilizing a quantitative approach with a descriptive correlational method, the study employed correlation techniques to characterize existing traits. The 87 life insurance agents in Tagum City who participated in the study demonstrated a high level of soft skills, encompassing communication, problem-solving, leadership, teamwork, and interpersonal skills. Similarly, their sales performance, measured in terms of self-efficacy, competitiveness, performance, and effort, was also notably high. Significantly, the study revealed a strong and statistically significant relationship between soft skills and sales performance among life insurance agents in Tagum City. The implications suggest the importance of prioritizing developing and refining soft skills for employees in this industry. Keywords: life insurance agents, quantitative research, sales performance, soft skills, Philippines

Learning Management System Satisfaction and Problem-Solving Skills in Mathematics of Grade 11 Students

Almost all schools needed to adapt and sign up for a learning management system (LMS), which will help them manage students' outputs, provide learning materials, and communicate in a virtual classroom. Numerous studies also showed that the problem-solving skills of students are declining. This study was conducted to determine if there was a domain in LMS satisfaction that significantly influenced the problem-solving skills in Mathematics of Grade 11 students. It also determined the level of LMS satisfaction and the level of problem-solving skills and if there was a significant relationship between the two variables. The researcher has utilized a descriptive correlation non-experimental method in quantitative research in a sample of 102 respondents using stratified random sampling. An adapted and researcher-made questionnaire was given to the respondents. In addition, mean, Pearson-r, and linear regression were the statistical tools employed. Results showed that the level of LMS satisfaction and the problem-solving skills of the students were very high and always evident. Two variables had a significant moderate correlation, and communication quality and overall satisfaction significantly influenced their problem-solving skills. Students believe that LMS gives them accurate and complete mathematics content which allows them to perform well in solving problems in Mathematics. Teachers should continuously help students in using LMS for them to maintain their high problem-solving skills.

Comparison of Self-Efficacy and Problem-Solving Skills Between Women with Asthma and Healthy Controls: A Cross-Sectional Study.

Problem-solving skills and self-efficacy are among the topics that are frequently investigated in people with various chronic conditions. However, there are limited studies on asthma patients. Our study aims to compare self-efficacy and problem-solving skills in asthma patients and healthy controls. We included 23 women with asthma [age: 39 (34-56) years] and 23 healthy controls [age: 42 (30-55) years] in the study. Participants' sociodemographic and disease-related characteristics, Asthma Control Test, and the Modified Medical Research Council Dyspnea Scale scores were recorded. We examined problem-solving skills with the Problem-Solving Inventory and self-efficacy with General Self-Efficacy Scale. We compared groups with the chi-square test, Mann-Whitney U-test, and Independent Sample t-test. Age, body mass index, educational status, marital status, and occupational status were similar among the groups (P > .05). However, smoking was significantly higher in healthy controls (P < .05). It was found that women with asthma had worse self-efficacy and problem-solving skills compared to healthy controls (P < .05). These results showed that there may be problems in socio-cognitive skills associated with the disease. Our study focused on the possibility that female asthma patients may have low levels of self-efficacy and problem-solving skills. Therefore, health professionals designing the rehabilitation program should take these skills into account while conducting the assessment as they may be useful in developing an efficient rehabilitation program.

Problem-Solving Skills for Middle School Students through the STEM-Based PBL Model

The ability of students in problem-solving skills is unevenly distributed at all levels of education. This descriptive research with a quantitative approach aims to empower junior high school students' problem-solving abilities through STEM-based PBL learning, determine gender-based problem-solving skills and describe the level of problem-solving skills based on problem-solving indicators. The research was conducted at SMP Negeri 4 Palu Class VII with a total population of 12 classes. The sample was determined randomly, and 2 classes were selected, each as the experimental and the control classes. The experimental class applies STEM-based PBL learning, and the control class uses conventional learning using discussion, question and answer and lecture methods. The research design is the Posttest Only Control Design. Data on problem-solving skills were obtained through test essays circulated after learning. The collected data were analyzed non-parametrically using the Mann-Whitney U test with the help of SPSS version 25.0. The study results show that learning by applying STEM-based PBL can empower problem-solving skills in junior high school students compared to conventional learning. The solving skills of female students were significantly better than those of male students, and the problem-solving skills of junior high school students were relatively good.

Fostering twenty-first century skills among primary school students through math project-based learning

In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group (F = 104.833, p = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups (F = 32.335, p = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t-value (8.284) and the p value (p = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.

Differentiated Instruction in Mathematics: Its Effect on the Level of Critical Thinking Skills of Grade 7 Students

This research used a quasi-experimental research design, specifically the non-equivalent control group pretest-posttest design. Cluster random sampling was used to determine the respondents of the study. The respondents of the study were Grade 7 students at Sta. Catalina National High School during the school year 2019-2020. Two sections among the Grade 7 students taking mathematics under the researcher for the school year 2019-2020 were selected as respondents – one section was used as curriculum compacting (experiment) and the other one was used as a flexible grouping (experiment). Each section had 30 students each such that the study will have a total of 60 student-respondents. This research study was conducted for five weeks and utilized McKenzie’s Multiple Intelligence Survey instrument in assessing the student’s multiple intelligences. The researcher crafted a 40-item multiple choice test covering the topics of undefined terms in geometry, angles, polygons, and quadrilaterals to assess the level of critical thinking skills of student-respondents. Both independent and dependent t-tests were utilized to determine the significant difference between the pre-test and post-test results of the experimental and control groups. Based on the findings, before exposing students to differentiated instructions, their level of reasoning skill was an apprentice for both flexible grouping and curriculum compacting. However, their levels of problem-solving skills were apprentice and novice, for flexible grouping and curriculum compacting, respectively. After using differentiated instruction, the student’s level of critical thinking skills from both groups was at a proficient level. Findings also showed that the mean pretest and mean posttest scores of each group of respondents were significantly different for both measures of critical thinking skills. This suggested that the two forms of differentiated instruction that were employed in this study are effective in developing students’ critical thinking skills, especially in discussing basic concepts of Geometry. This experimental study found out that flexible grouping and curriculum compacting as forms of differentiated instruction can significantly improve the critical thinking skills of the students, then it is recommended that teachers may utilize flexible grouping and curriculum compacting as forms of differentiated instruction in Geometry. Keywords: differentiated instruction, curriculum compacting, flexible grouping, critical thinking skill, problem-solving, reasoning

Adult education and training for the development of problem-solving skills

Introduction. Currently, the presence of employees with developed basic skills of working with textual and numerical information can no longer explain how effectively a person functions in society and the professional sphere. This is due to the rapid transformation of the innovative economy and the renewal of production technologies and business processes. Therefore, the key basic skills of the adult population have been supplemented with one more cognitive skill – problem solving. Aim. The present research aimed to present a portrait of a person with a developed problem-solving skill on the basis of sociological data, and to identify which types of employee training could most effectively lead to his/her development during participation in educational activities. Materials and methods. The study was based on theoretical methods of literature analysis, which made it possible to describe the categorical field and to systematize existing scientific approaches. The empirical foundation for this research was built on the data of OECD-PIAAC studies in Russia (2013). The study sample consisted of 3,877 people employed in various sectors of economic activity. To process the results obtained, the authors used the methods of mathematical statistics (descriptive statistics, one-factor analysis of variance, regression analysis method). Results. It was discovered that even prolonged employer-provided training does not lead to development of problem-solving skills, but still provides an increase in salary for some workers. Moreover, training which is not directly connected to the professional field and not initiated by the employer would lead to increase in problem-solving skills in a technology-rich environment. In this study, it is debated that the most significant increase in problem solving skills was brought by informal on-the-job training. It was shown that problem-solving skills provide significant increase in labour productivity in the production fields and intellectual labour fields (education and science). At the same time, problem-solving skills barely provide any increase in labour productivity in the routine fields, because such type of jobs does not involve behavioural variability, operational problem solving, and constant cooperation with other people. Scientific novelty. For the first time in the Russian academic literature, the authors conceptualised the concept of problem-solving skills and clarified which types of training significantly increase the contribution to the development of human capital of Russian workers. Based on the results of the study the authors presented a sociological portrait of a Russian worker with a high and low level of problem-solving skills. The revealed patterns allowed the authors to form an idea of the system of organisational conditions of enterprises that ensure maximum involvement of employees in the constant updating of their knowledge and skills, and contribute to the effective use of the problems-solving skill in the process of labour activity. Practical significance. This article might be of interest for the specialists in sphere of adult education and lifelong learning, HR-specialists and small and medium-sized enterprise managers in order to improve the efficiency of the recruitment process and to adopt more efficient employer-provided training systems.

The integrative role of parenting styles and parental involvement in young children's science problem-solving skills.

How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. A total of 226 children (M = 62.10 months, SD = 4.14, 108 girls) and their parents was recruited from five kindergartens in Fuzhou in China by adopting stratified random sampling. All parents completed the Demographics Questionnaire, the Parenting Style and Dimension Questionnaire, and the Chinese Early Parental Involvement Scale. Each child was tested with the Picture Problem Solving Task. Pearson's correlation analysis and intermediary effect analysis were conducted using IBM SPSS 25 in data analysis. Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.

The Ability of Problem-based Learning (PBL) to Improve Problem-solving Skills on Heat Topic Among High School Students

Problem-solving should be improved to support students’ competence in solving physics problems as well as problems that occur in daily life. The initial research showed that high school students in Tulungagung have low level of problem-solving skills at 41.2% and 39.4%, respectively. Therefore, this study aims to determine the improvement of the problem-solving skills among high school students at PGRI Kalangbret who had been taught problem-based learning on the topic of heat. This study used research design of mixed methods embedded experimental model. The subjects consisted of 30 students at class X MIPA. This research used quantitative analysis to analyze the effect size test, N-gain test, paired t-test, and qualitative with the help of coding and data reduction, from pretest, pottest, observation, and field notes. Based on the results, it was found that students’ problem-solving skill were improved after being taught with problem-based learning (PBL) on heat topic with an average N-gain score of 0.41; and effect size 1.66.&#x0D; Keywords: problem-based learning, problem-solving skills, high school

Development and differences in mathematical problem-solving skills: A cross-sectional study of differences in demographic backgrounds

Problem-solving skills are the most applicable cognitive tool in mathematics, and improving the problem-solving skills of students is a primary aim of education. However, teachers need to know the best period of development and the differences among students to determine the best teaching and learning methods. This study aims to investigate the development and differences in mathematical problem-solving skills of students based on their grades, gender, and school locations. A scenario-based mathematical essay test was administered to 1067 students in grades 7–9 from schools in east Java, Indonesia, and their scores were converted into a logit scale for statistical analysis. The results of a one-way analysis of variance and an independent sample t-test showed that the students had an average level of mathematical problem-solving skills. The number of students who failed increased with the problem-solving phase. The students showed development of problem-solving skills from grade 7 to grade 8 but not in grade 9. A similar pattern of development was observed in the subsample of urban students, both male and female. The demographic background had a significant effect, as students from urban schools outperformed students from rural schools, and female students outperformed male students. The development of problem-solving skills in each phase as well as the effects of the demographic background of the participants were thoroughly examined. Further studies are needed with participants of more varied backgrounds.

Teacher-based Evaluation of Students’ Problem Solving Skills

The need for improving and evaluating students’ cognitive skills, including problem-solving, has been highlighted in both the mathematics education literature and the curricula worldwide. The objective of this study was to assess the problem-solving skills of lower secondary school students using a teacher-based evaluation method, taking into account their grade level, gender, grade-point averages, and mathematics grades. To that end, the Problem-solving Skill Scale was administered to 39 mathematics teachers from 21 schools, for a total of 1010 sixth, seventh, and eighth grade students. Based on the findings, it can be inferred that the students possess an adequate level of problem-solving skills; however, their level of proficiency differed significantly according to their grade levels, gender, grade-point averages, and mathematics grades. This identification of the students' problem-solving skills is expected to guide them towards activities and resources that align with their individual abilities.

Relationship Between the Level of Leisure Time Satisfaction and Social Problem-Solving Skills Among 18-29-Year-Old Young People Participating in Youth Center Activities

Amaç: Bu çalışmada gençlik merkezi faaliyetlerine katılan 18-29 yaş gençlerde serbest zaman tatmin düzeyinin sosyal sorun çözme becerileri ile ilişkisinin incelenmesi amaçlanmıştır.&#x0D; Gereç ve yöntem: Tanımlayıcı tipteki araştırma Alanya Gençlik Merkezi faaliyetlerine katılan 264 genç bireyle yürütülmüştür. Veriler araştırmacı tarafından Tanıtıcı Bilgi Formu, Serbest Zaman Tatmin Ölçeği, Çok Boyutlu Algılanan Sosyal Destek Ölçeği, Sosyal Problem Çözme Envanteri-Kısa Formun yer aldığı anket kullanılarak yüz yüze görüşme yöntemiyle toplanmıştır. Veri analizinde sayı, yüzde, ortalama, standart sapma, Student’s t testi, tek yönlü Varyans analizi, Mann Whitney U, Kruskall Wallis H testi, Pearson korelasyon ve doğrusal regresyon analizi kullanılmıştır. &#x0D; Bulgular: Gençlerin Serbest Zaman Tatmini ve Sosyal Problem Çözme Envanteri puan ortalamaları sırasıyla 3.71±0.69, 60.59±13.56’dır. Çok değişkenli doğrusal regresyon analizine göre serbest zaman tatmininin (β=0.299, p

Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

The research aims to determine whether secondary school students&amp;rsquo; digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father&amp;rsquo;s education level while there is no significant difference between secondary school students&amp;rsquo; digital literacy levels by their father&amp;rsquo;s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students&amp;rsquo; 21st-century skills and digital literacy levels, and between the &amp;ldquo;confidence in problem-solving skills&amp;rdquo; and &amp;ldquo;avoidance&amp;rdquo; sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students&amp;rsquo; 21st-century skill levels. However, secondary school students&amp;rsquo; 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.

2. Social Competence and the Profile of the Student Aspiring to the Teaching Career

Abstract Along with the specific skills developed during psycho-pedagogical training programs of future teachers, the expected attitudes that a teacher should perform are also relevant. These attitudes can outline the area of social competence - without which the activity of a future teacher is ineffective. This socio-emotional behaviour is based on the ability to listen and learn from the other, to understand what the child feels by supporting and respecting him at the same time, the ability to create relationships. In this context, we consider that the option for the teaching profession, along with the logical arguments invoked by each applicant, is also based on justifications such as: it suits my way of being, I like to explain, I help others to understand, I was told that I know how to listen, I feel good around others, I am a person willing to offer support to others, etc. Starting from these aspects, we set out to investigate the profile of the student following the psycho-pedagogical module regarding the following dimensions - assertiveness, empathy, self-presentation and the ability to develop positive interpersonal relationships. The working hypothesis is that in the profile of the student preparing for the teacher profession we find these dimensions or specific elements. We also hypothesized that a high level of assertiveness would also result in a high level of problem-solving skills. The conducted investigation highlighted the fact that indeed the choice of a training path in the teaching career is based on an above average level of the variables assertiveness, self-presentation and the ability to develop positive interpersonal relationships with others. It can be observed, however, that the ability to resolve conflicts is at a low level, which may indicate the difficulty of students to effectively apply communication strategies in managing difficult relationships. We conclude that the activities of self-knowledge and personal development integrated in the psycho-pedagogical training programme are essential for the development of self-evaluation skills and for applying the self-perceived potential of students in effective social interactions.

Examination of the Relationship between Self-efficacy Levels of High School Students and Problem-solving Skills and Perceived Social Support

This study examined the relationship between high school students' self-efficacy levels, problem-solving skills, and perceived social support. A total of 199 high school students, 152 women, and 47 men, participated in the study. Data were collected with the Self-Efficacy Beliefs Assessment Scale, the Problem Solving Skills Inventory, and the Multidimensional Scale of Perceived Social Support. While correlation analysis was performed to determine the relationship between variables in the study, regression analysis was performed to determine whether social support and problem-solving skills predicted self-efficacy levels. In this context, first of all, the data were examined in terms of regression assumptions and it was seen that the data were suitable for regression analysis. Besides, whether the level of self-efficacy differed remarkably according to gender was examined with the independent sample t-test. As a result of the research; according to the correlation analysis, it was found that there is a negative relationship between self-efficacy and a hasty approach with one of the problem-solving skills, and a positive relationship with other problem-solving skills. On the other hand, as a result of the analysis, there was a positive relationship between the support of friends and self-efficacy, which is one of the sub-dimensions of perceived social support. Still, there was no significant relationship between family and an important person’s social support and self-efficacy. As a consequence of the regression analysis, it was discerned that the perceived social support types of friend social support and problem-solving skills of the hasty and evaluative approach significantly predicted the self-efficacy level of high school students. Yet, other problem-solving skills and social support types did not. Furthermore, as a result of the independent sample t-test, it was perceived that the self-efficacy level did not differ profoundly according to gender and the average self-efficacy levels of the girls were lower than the average of the self-efficacy levels of the boys.

A Problem-Solving Flipped Classroom Module: Developing Problem-solving Skills among Culinary Arts Students

Problem-solving skills areimportant at the workplacein Culinary Arts for initiating innovative andcreative solutions. However, graduates from community colleges in Malaysia seem to haveonlyaverage level of problem-solving skills, while instructors do not seem to emphasise developing problem-solving skillswhen conducting lessons. Hence, providing more opportunities in solving real-world problems forwork is required. AFlipped Classroom approachbeginswith activities conducted with video lectureson key conceptsand gatekeeperquizzesto be completed before class andin-class phase spent onapplying concepts learned before class usingproblem-solvingactivities. In this study, aProblem-Solving Flipped Classroom (PSFC) module designed for students in the Culinary Arts programmein a Malaysian Community College based on Merrill’s First Principles of Instruction and the Cognitive Apprenticeship frameworkwas employed andimplemented among 30 first-semester studentsand one participating instructorin a selected Community College.The single group pretest and post test quasi-experimental design wasusedto investigate the effectiveness of the PSFC module for learning and problem solving.Using t-test analysis, thefindings indicated that the studentshad significant learning gains and improvement in problem-solving skills after using the module.Hence, the PSFC module could be usedin Culinary Arts at other Community Colleges and TVET institutions to improve problem-solving skills among Culinary Arts students.Thisis to ensurea significantamount of instructionat Community Colleges include problem-solving instructionusing authentic tasks at a level suitable for students to acquire problem-solving skills required in the workforce.

THỰC TRẠNG MỨC ĐỘ HÌNH THÀNH KĨ NĂNG GIẢI QUYẾT VẤN ĐỀ CỦA TRẺ MẪU GIÁO 5-6 TUỔI TẠI MỘT TRƯỜNG MẦM NON THUỘC ĐỊA BÀN THÀNH PHỐ HÀ NỘI

This research is to investigate the formation level of problem-solving skills of 40 5-6-yearold children at a preschool in Hanoi through 03 survey exercises on children, combined with observation method and evaluation based on the rubrics and scale built. The survey results show that problem-solving skills among children have an unequal division, most of them at a medium level, which means that the teacher's help also plays an important role. On the other hand, some children at a high level demonstrate potential in solving novel and rather complex problems. Children perform best in problem-finding and presentation skill, and solution-selection skills, while planning skills are relatively underdeveloped. These discoveries are an essential practical basis to propose an appropriate process of forming problem-solving skills for 5 to 6 years old children.