Problem-solving Performance Research Articles

Exploring profiles of varied types of achievement goals, emotions and digital insight problem solving through cluster analysis

Insight experience results from an interaction between the problem and the individual solver. This study aimed to identify distinctive profiles concerning varied types of achievement goals, emotions, and insight problem solving through an online system and cluster analysis. A manipulable online insight test (Digital Insight Problem Solving Test, DIPST) was developed first. Then, an online experiment was conducted. The participants were 153 college students. Four types of achievement goals, eight types of emotions, and insight problem solving performance were included in the cluster analysis. The results revealed four distinctive profiles for insight problem solving: Achieved thinkers who are with appropriate achievement goals show a high level of performance and positive emotions; satisfied thinkers who are with appropriate achievement goals show above-average performance and a medium level of positive emotions; confused thinkers who have undifferentiated achievement goals and emotions show below-average performance; and frustrated thinkers who have conflicted achievement goals show a low level of performance and intensive negative emotions. This study develops a valid and manipulable insight test and identifies the favorable profile for great performance in insight problem solving, which contributes to the understanding of cognitive processes as well as further instruction and research regarding insight problem solving.

The Relationship Between Self-Concept and Problem-Solving Skills on Students’ Attitude Towards Solving Algebraic Problems

This study aimed to determine the relationship between self-concept and problem-solving skills in students’ attitudes towards solving algebraic problems. 377 students were utilized in the study. Two instruments were used to gather data: a problem-solving performance test and a questionnaire on self-concept and attitudes towards solving algebraic problems. The instrument was developed through concept analysis and review of literature; validated by subject matter experts. Lawshe’s (1975) content validity ratio was used to ascertain the validity of the instrument. Reliability of the instruments was established through the utilization of the most common and the best index of internal consistency known as Cronbach’s coefficient alpha. The findings showed based on the three hypotheses tested that there is a significant but negative relationship between self-concept and students’ attitude toward solving algebraic problems (ATPS) and also there is a significant positive relationship between problem-solving skills and their ATPS. However, the findings also indicated that there was no significant relationship between students’ problem-solving skills and their self-concept. It was concluded that schools in collaboration with the Ministry of Education should organize inter and intra mathematics competitions on algebraic problem-solving skills.

A learner corpus analysis of problem-solving schemata and move structures in debating discourse

Problem-solving is essentially a process with schematic, conversational and procedural attributes. This skill set is essential for graduates to solve problems they encounter in their social, academic, and professional lives. A huge portion of problem-solving practice may be found in debating. Due to the magnitude of problem-solving skills, this study aimed to investigate the synergetic role of debating practice on problem-solving language development in a corpus-assisted way. This study compiled a learner corpus containing 32,3975 tokens of 28 transcribed debates from the World University Debating Championship on YouTube (see Appendix). A corpus-based analysis by AntConc explored the schematic features of problem-solving patterns in terms of type-token ratio, collocation, standardized frequencies, and concordance lines. The findings show that problem-solving representations were outstanding in the debating learner corpus with a high type-token ratio, Problem schema, and Solution schema. Patterns concerning problem, need, and solution(s) appear with a highly standardized frequency. In addition, a concordance analysis of the most frequent keywords revealed the schematic variations of problem-solving functions employed by debaters. The genre analysis confirms the presence of problem-solving procedures in the sequence of the Situation, the Problem, the Response or Solution, and the Evaluation and its conversational inherency under diverse opinions. These findings provide corpus evidence for the schematic, conversational and procedural representation of problem-solving. Thus, debating practice is a significant vehicle to facilitate students’ problem-solving sense development of knowledge schema, conversations, and genre prototypes.

The genetic influence of the DRD3 rs6280 polymorphism (Ser9Gly) on functional connectivity and gray matter volume of the hippocampus in patients with first-episode, drug-naïve schizophrenia

The D3 dopamine receptor (DRD3) plays a major role in cognitive function and is a candidate gene for schizophrenia. DRD3 is widely distributed in the hippocampus, but whether there are potential associations between the rs6280 genotype, the hippocampus, and cognitive function in first-episode, drug-naïve (FES) patients and healthy controls (HCs) is still poorly understood. First, using functional and structural magnetic resonance imaging data, we calculated the gray matter volume (GMV) and functional connectivity (FC) of the hippocampus. Then, we examined the possible interaction effect of the DRD3 genotype and the disease on the FC and GMV of the hippocampus in 52 FES patients and 51 HCs. Finally, the correlation between the FC and GMV in the hippocampus, influenced by rs6280, and the cognitive performance of subjects was analyzed. A significant interaction effect of diagnostic group by genotype of rs6280 on the GMV of the left hippocampus was found, with lower GMV in FES patients that were C carriers compared with TT homozygotes; the opposite pattern was found in the genetic subgroups of HCs. In the FES group, C carriers performed significantly worse on reasoning and problem-solving tests than TT homozygotes. The left hippocampal GMV positively correlated with reasoning and problem-solving performance in TT homozygotes, but this correlation disappeared in FES patients that were C carriers and in genetic subgroups of HCs. Together, these results suggest that FES patients that are C carriers of rs6280 have lower GMV in the hippocampus, resulting in greater cognitive impairment.

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

This descriptive-correlational study generally aimed to determine if mathematics self-efficacy and mathematical creativity can predict mathematics problem-solving performance of high school students. Further, it also aimed to determine the level of mathematics self-efficacy, level of mathematical creativity, and level of problem-solving performance of high school students as a whole and when classified according to curricular program. The respondents of this study were the two hundred twenty-four (224) high school students enrolled in a national high school in Iloilo. Cluster sampling was used to determine the participants in the study. Three researcher-made instruments were used in this study: the Mathematics Self-Efficacy Rating Scale (MSERS), the Mathematical Creativity Test (MCT), and the Mathematics Problem-Solving Test (MPST). These instruments were content-and face-validated by a panel of three experts and were pilot tested to determine their administrability. Mean and standard deviation were employed for the descriptive analysis of the study. The inferential statistical tools employed were the Oneway Analysis of Variance (ANOVA), Pearson’s Product-moment Correlation Coefficient (Pearson’s r) and the Stepwise Multiple Linear Regression Analysis, all set at .05 alpha level of significance. This study found that the participants’ level of mathematics self-efficacy and mathematics problem-solving performance when taken as an entire group was average, while their level of mathematical creativity, as a whole and in terms of fluency, flexibility, and originality, was moderately low. It was also found out that there existed a significant difference in self-efficacy; creativity in terms of fluency, flexibility, and originality; and mathematics problem- solving performance when the participants were classified according to curricular program. In addition, it was found that a moderate positive correlation existed between the participants’ mathematics self-efficacy and their mathematical creativity. Finally, the result of this study revealed that mathematics self-efficacy and mathematical creativity are predictors of mathematics problem-solving performance when participants were taken as a whole group. When classified according to curricular program, mathematics self-efficacy and mathematical creativity are predictors in the Regular Class participants but not in the Special Science Class, School for the Arts, and School of the Future participants. Furthermore, mathematical creativity was found to be the best predictor of mathematics problem solving performance when participants were taken as a whole group and when classified as to curricular program

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

The current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers’ geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers’ scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use.

Relationships of eye gaze metrics between cognitive processes and strategy in spatial problem-solving

Spatial strategies and cognitive processes have been separately found to indicate performance in spatial problem-solving, but their relationships have not been investigated quantitatively. This study employed eye-tracking to characterize and determine the relationship of the cognitive processes and spatial strategies employed by first year engineering students with low spatial ability. Eighty-eight engineering students with low spatial ability were recruited to complete test items in the Purdue Spatial Visualization Test: Rotations (PSVT:R) and the Santa Barbara Solids Test (SBST). Eye-tracking data were collected to indicate the encoding, transformation, confirmation cognitive processes as well as whether holistic or piecemeal strategy was employed. Strategy ratio correlated with encoding fixations more than other cognitive processes. This finding suggests that encoding may be more indicative of spatial strategies being employed than the transform and confirmation processes. Pedagogical practices for low spatial ability students may turn to improving the encoding process for better learning outcomes.

Liquid Crystal Display (LCD) based Instruction and Physics Performance

The study determined the effectiveness of LCD based instruction to academic performance of students in physics concept, physics problem solving and overall physics performance. Respondents were third year students enrolled in the Physics subject under the course Bachelor of Science in Agribusiness. Result showed that both students with and without LCD instruction based instruction have above average performance level on physics concept and overall performance and an average performance in physics problem solving aspect. Male and female respondents also have same physics performance level on concept aspect, problem solving aspect and overall physics performance for both with and without computer-aided instruction. Conduct of similar research is recommended to confirm results of the study. Keywords: LCD, physics performance, sex, PowerPoint presentation, physics concept, problem solving

A-210 The Effects of Language on Arithmetic and Problem-Solving Abilities in Hispanics

Abstract Objective: To identify differences between Hispanics and Caucasians in mathematics and problem-solving abilities using the KeyMath-3. Methods: The data for this study was derived from a large de-identified database. The sample contained two groups: the Hispanic group, (n=38; 64.4% female; mean age=29.9, SD=10.46; mean education=12.89, SD=10.46) and the Caucasian group (n=72; 65.8% female; mean age=31, SD=13.27; mean education=13.25, SD=1.38). The mean scaled scores for the KeyMath-3 subtests were calculated using independent sample t-tests. Results: Results showed no significant differences between Hispanics and Caucasians on Numeration, Algebra, Geometry, Measurement, Data Analysis, Basic Concepts, Mental Computation, Addition and Subtraction, or Multiplication and Division subtests. However, significant differences were found between the two groups on Foundations of Problem Solving [Caucasian M=9.92, SD=6.32; Hispanics M=7.23, SD=2.39; t(108)=6.913, p=.010] and Applied Problem Solving [Caucasian M=12.28, SD=12.8; Hispanics M=7.71, SD=3.09; t(108)=8.73, p=.004]. Conclusion: Results indicate Hispanics underperform compared to Caucasians on subtests requiring verbal comprehension, suggesting problem-solving performance is affected by a disadvantage in language and not mathematical ability. Hispanics may underperform on verbal comprehension related tasks due to less exposure to English. This finding demonstrates Hispanics are at a disadvantage under circumstances requiring the application of math concepts in the context verbal comprehension problems (i.e., Graduate Record Examination). No differentiation could be made between Hispanics who have immigrated and those born in the United States to Hispanic parents. Therefore, future research should identify these differences.

A comparison of personality traits of gifted word learner and typical border collies

While personality and cognition are distinct domains, some personality traits may affect the capacity for problem-solving. It was suggested that there is a positive association between the Playfulness trait and problem-solving performance in humans. Studies on giftedness (extremely good capacity in the case of a specific skill), typically aimed to reveal the genetic, experiential, and mental origins of such extreme inter-individual variation. We exploited recent findings on giftedness in a specific cognitive skill, object label learning, in dogs to explore the potential association between this exceptional skill and personality traits. We administered the Dog Personality Questionnaire to 21 gifted dog owners and compared the personality traits of their dogs to those of matched samples of 43 Hungarian and 101 Austrian typical dogs, i.e., dogs lacking this exceptional capacity. Since most Gifted Word Learner dogs are Border collies, we restricted our analysis to dogs of this breed. We hypothesized that the Gifted Word Learner dogs may show higher levels of Playfulness. As expected, we found that the gifted Border collies were rated as more playful than both the Hungarian and Austrian typical ones. Our results suggest that an extremely high level of Playfulness is associated with giftedness in a specific cognitive trait in dogs: the capacity to learn object verbal labels, thus opening new possibilities for comparative research on the relationship between giftedness and personality.

Development and validation of interactive creativity task platform.

Co-creativity focuses on how individuals produce innovative ideas together. As few studies have explored co-creativity using standardized tests, it is difficult to effectively assess the individual’s creativity performance within a group. Therefore, this study aims to develop a platform that allows two individuals to answer creativity tests simultaneously. This platform includes two divergent thinking tasks, the Straw Alternative Uses Test and Bottle Alternative Uses Test, and Chinese Radical Remote Associates Test A and B, which were used to evaluate their open-and closed-ended creative problem-solving performance. This platform has two modes: single-player mode and paired-player mode. Responses from 497 adults were collected, based on which the fluency, flexibility, and originality of divergent thinking were measured. This study also developed a computer scoring technique that can automatically calculate the scores on these creativity tests. The results showed that divergent thinking scores from computer-based calculation and manual scoring were highly positively correlated, suggesting that the scores on a divergent thinking task can be calculated through a system that avoids time-consuming, uneconomical manual scoring. Overall, the two types of tests on this platform showed considerable internal consistency reliability and criterion-related validity. This advanced application facilitates the collection of empirical evidence about co-creativity.

Personality traits and complex problem solving: Personality disorders and their effects on complex problem-solving ability.

Complex problem solving (CPS) can be interpreted as the number of psychological mechanisms that allow us to reach our targets in difficult situations, that can be classified as complex, dynamic, non-transparent, interconnected, and multilayered, and also polytelic. The previous results demonstrated associations between the personality dimensions neuroticism, conscientiousness, and extraversion and problem-solving performance. However, there are no studies dealing with personality disorders in connection with CPS skills. Therefore, the current study examines a clinical sample consisting of people with personality and/or depressive disorders. As we have data for all the potential personality disorders and also data from each patient regarding to potential depression, we meet the whole range from healthy to impaired for each personality disorder and for depression. We make use of a unique operationalization: CPS was surveyed in a simulation game, making use of the microworld approach. This study was designed to investigate the hypothesis that personality traits are related to CPS performance. Results show that schizotypal, histrionic, dependent, and depressive persons are less likely to successfully solve problems, while persons having the additional behavioral characteristics of resilience, action orientation, and motivation for creation are more likely to successfully solve complex problems.

The Effects of Team Structural Adaptation on Team Problem Solving Performance

Using a computer simulation, I explore how different team structural adaptations relate to team performance and investigate the intervening mechanisms and process by which different degrees of centralization of team decision making serve to balance the tradeoffs between flexibility and stability. I find that the permanently decentralized team has the short-run advantage compared to the permanently centralized team, while the permanently centralized team outperforms significantly the permanently decentralized team in the long run. Teams that couple decentralization that fosters flexibility with eventual centralization that promotes stability outperform those that rely exclusively on decentralization or centralization or those that rely on decentralization eventually. The reintegrated and elastic adaptation perform the best because they gain the benefits of efficiency and exploration realized by decentralization, while they also achieve the benefits of integration for internal fit caused by centralization. The elastic structure is more appropriate to respond to the high stability demands, while the reintegrated structure is more appropriate to respond to the high flexibility demands.

Comparing Middle School Students’ Scientific Problem-Solving Behavior in Hands-On Manipulation Performance Assessment: Terms by Eye-Tracking Analysis

This study specifically designed an eye-tracking supported scientific problem-solving assessment: hands-on manipulation task system to explore the differences in visual attention and cognitive processes between high and low science achievement groups. Thirteen students with high science achievement and fourteen students with low science achievement participated. Students needed to complete the hands-on manipulation assessment, consisting of three modules, including selecting experimental equipment, experimental design, and building the experimental model. Behavioral and eye movement data were collected during the process. The results showed that the high science achievement group allocated more visual attention to the hands-on manipulation task, acquired more information through visual fixation, and assigned more attention to the key area. In module three of the hands-on manipulation task, the high science achievement group transformed from a visual channel to a tactile channel, and they generated more hands-on behaviors depending on the experimental area. Furthermore, the results showed a high correlation between students’ eye movement behavior and the performance of scientific problem-solving assessments. Eye movement behavior could predict students’ performance in scientific problem-solving. The average fixation duration and the average fixation duration of the interest area were two significant determining parameters. The implications of the experimental results for front-line science education, curriculum designers, and science assessment were also discussed.

Focusing on eigendynamic effects promotes students’ performance in complex problem solving: A log-file analysis of strategic behavior

Human beings are frequently confronted with complex systems that change dynamically over time. Correspondingly, so called eigendynamic effects are an important feature in complex problem solving (CPS) tasks. Eigendynamic effects describe increases or decreases in outcome variables over time without the individual's intervention. Identifying the eigendynamic effects from the start while exploring the system is reasonably an effective strategic behavior when systems are comprised of different effect types (i.e., eigendynamic effects alongside other effects). In this study, we hypothesized that the strategic behavior to identify eigendynamic effects early when exploring the system was related to CPS performance and mediated the relationship between intelligence and CPS performance. In a sample of N = 262 German high school students, the investigated strategic behavior predicted CPS performance when exploring the system (knowledge acquisition phase) and when controlling the system (knowledge application phase) in single CPS tasks and in a set of CPS tasks comprising of different effect types. In mediation models the strategic behavior to identify eigendynamic effects early mediated the intelligence-CPS performance relation in the knowledge acquisition phase, but not in the knowledge application phase. We discuss these findings in the light of how students interact with complex and dynamic systems, pointing to the importance of this strategic behavior for the relationship between intelligence and CPS.

AN INTEGRATIVE READING COMPREHENSION APPROACH AND MATHEMATICAL PROBLEM-SOLVING APPROACH TO ENHANCE STUDENTS’ PERFORMANCE OF GRADE 7

This descriptive method of study aimed to determine the level of integrative reading comprehension approach and mathematical problem-solving approach of three heterogeneous sections who were chosen purposively in Grade 7 of Binahaan Integrated School, Pagbilao II District, Division of Quezon. It sought to determine the student?s level of integrative reading comprehension approach in terms of literal, interpretative, and critical comprehension, as well as the student?s level of mathematical problem-solving approach in terms of understanding, strategizing and implementing. This study also determined the level of student?s performance in reading comprehension skills and problem-solving skills in terms of test and its relationship. It also identified the relationship between integrative reading comprehension approach and students? performance in reading comprehension, as well as the relationship between the mathematical problem-solving approach and students? performance in mathematical problem-solving. Based on the data presented, analyzed, and interpreted, it revealed that Grade 7 students have high level of integrative reading comprehension approach in terms of literal, interpretative and critical comprehension. In addition, the level of mathematical problem-solving approach in terms of understanding, strategizing and implementing among Grade 7 students is also high. The findings also revealed that Grade 7 students are in proficient level in Reading Comprehension Skills and Mathematical Problem-Solving Skills in terms of Test. The findings revealed that the null hypotheses were rejected which claims that there is no relationship between those variables. Thus, there is a significant relationship between the students? performance in reading comprehension skills and students? performance in mathematical problem-solving skills. Moreover, there is a significant relationship between the integrative reading comprehension approach and students? performance in terms of reading comprehension skills and between the Mathematical Problem-Solving Approach and Students? Performance in terms of Problem-Solving Skills. This study recommends that teachers must to develop integrated Math and English intervention material to help the left - behind learners and maximize the teachers? potential in making more effective learning materials.

Examining Humans' Problem-Solving Styles in Technology-Rich Environments Using Log File Data.

This study investigated how one’s problem-solving style impacts his/her problem-solving performance in technology-rich environments. Drawing upon experiential learning theory, we extracted two behavioral indicators (i.e., planning duration for problem solving and human–computer interaction frequency) to model problem-solving styles in technology-rich environments. We employed an existing data set in which 7516 participants responded to 14 technology-based tasks of the Programme for the International Assessment of Adult Competencies (PIAAC) 2012. Clustering analyses revealed three problem-solving styles: Acting indicates a preference for active explorations; Reflecting represents a tendency to observe; and Shirking shows an inclination toward scarce tryouts and few observations. Explanatory item response modeling analyses disclosed that individuals with the Acting style outperformed those with the Reflecting or the Shirking style, and this superiority persisted across tasks with different difficulties.

A Meta-Analysis of Mathematical Interventions for Increasing the Word Problem Solving Performance of Upper Elementary and Secondary Students with Mathematics Difficulties

This meta-analysis synthesized the findings of experimental and quasi-experimental studies to determine the efficacy of math interventions for enhancing the word problem-solving accuracy of students with mathematics difficulties in Grades 4 to 12. Further, we identified intervention and design characteristics that moderate the effectiveness of interventions. We appraised study quality using Council for Exceptional Children (CEC's) evidence standards. We also used random-effects meta-regression models with robust variance estimation (RVE) to compute the overall weighted treatment effect and investigate the moderating impact of 15 variables. Results from 36 intervention studies published between 1989 and 2020 reveal a relatively large and positive mean effect size (g = 0.71; SE = 0.11, 95% CI [0.49, 0.92]) across 88 outcomes, suggesting the examined interventions were effective. The moderator analyses' findings showed the treatment efficacy varied as a function of five intervention characteristics, including intervention model, interventionist, grade level, math topic, and intervention duration. None of the design features we examined led to significant moderator effects. We discuss findings and limitations and provide directions for future research and practice.

Gesturing the solution of a problem-solving task can speed up subsequent performance

ABSTRACT The way people gesture impacts problem-solving performance. Particularly gestures that are incompatible with the actions required for subsequent problem-solving slow down problem-solving performance (i.e. interference effect). We investigated whether this interference effect holds if the task allows for only one type of movement (left-to-right movement) instead of a mixture of movement types. Additionally, we studied whether gestures compatible with the actions required for problem-solving facilitate subsequent problem-solving performance. Participants solved a Tower of Hanoi (TOH), then explained the problem-solution with gestures or did not explain the problem-solution, and solved the TOH again. During the second TOH, half of the participants solved the TOH in the same direction (left-to-right), the other half in the opposite direction (right-to-left). Results showed that compatible gestures resulted in faster problem-solving (facilitation effect) but incompatible gestures did not slow down performance (no interference effect). Our study shows that gesturing supports but does not interfere with problem-solving.

Effects of Professional Development on English Learners’ Problem Solving

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator’s implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students’ level of probe performance was maintained during follow-up sessions. The results suggest the intervention facilitated improved math problem-solving performance.