Problem-solving Strategies Research Articles

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

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

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

Examination of Mathematics Teachers’ Strategic Flexibility in Solving Mathematical Problems

One of the fundamental skills teachers aim to impart in mathematics education is problem-solving. Developing and sustaining this skill is only possible if teachers possess strategic flexibility. Assessing the current level of teachers’ strategic flexibility is crucial, as it also plays a key role in their professional development. The research aims to explore the strategic flexibility of mathematics teachers in solving mathematical problems–both routine and non-routine problems. Using a qualitative research methodology, specifically the case study design, this study engaged a cohort of 12 mathematics teachers who were actively teaching during the autumn semester of the 2022-2023 academic year. These participants represented various educational levels, possessed different postgraduate qualifications, and had diverse years of professional experience. Data collection tools include a Problem Solving Flexibility Test with four math problems and semi-structured interviews to gather teachers’ perspectives on routine and non-routine problems. The semi-structured interviews aimed to reveal all the strategies that teachers use or can use when solving problems. In the initial stages of data analysis, the distinct strategies employed by each participating teacher in addressing the problems were classified. In the context of intra-task strategic flexibility, teachers often used different strategies simultaneously while solving a problem. Teachers were able to switch strategies or use a different strategy because they were able to tackle routine difficulties more readily. The most commonly favoured problem-solving approaches among participants was “Reasoning” and “Make a Drawing or Diagram”. Interestingly, strategies like “Look for a Pattern” and “Simplifying the Problem” were predominantly employed in non-routine scenarios, which is a significant finding of the research. It was found that teachers’ inter-tasks strategic flexibility paralleled their teaching experience and postgraduate education status. In summary, this study investigates how mathematics teachers adapt their problem-solving strategies when faced with different types of mathematical challenges, highlighting the prevalence of specific approaches in routine and non-routine contexts.

How Do Famous Artists Write about Their Metacognition, Self-Regulation and Creative Problem-Solving?

Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.

Metacognitive reading strategies: gender, locality, and age differences among secondary school students

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies.

Evaluation of Questions in Middle School Mathematics Textbooks in Terms of Problem Solving Strategies

Purpose: This study aims to analyze solved problems in mathematics textbooks, focusing on both general and specific problem-solving strategies. By conducting a detailed analysis of each general strategy, the study seeks to provide a comprehensive evaluation of the problem-solving approaches presented in the textbooks. Design/Methodology/Approach: The document analysis method was utilized in this study. Solved problems from the mathematics textbooks published by the Ministry of National Education (MoNE) for 5th, 6th, 7th, and 8th grades during the 2023-2024 academic year were examined. Data were collected using the “Solved Problems Checklist” and “Problem-Solving Strategies Determination Form” developed by Hatay (2020). A qualitative descriptive analysis method was employed to analyze the data, with percentage and frequency values calculated to present the findings. Findings: The analysis revealed that the stages of planning and implementing a solution plan were prominently featured in the middle school mathematics textbooks. Specifically, the initial stage of understanding the problem often included visual aids such as figures, diagrams, tables, and pictures. In the planning phase, the predominant solutions involved discussions of mathematical operations. Highlights: The study’s findings indicate that while problem-solving strategies are generally emphasized in mathematics education, certain steps, such as solution evaluation, are given greater focus. Additionally, the research highlights a significant gap in the inclusion of the problem-posing stage, the final step of general problem-solving strategies, in the analyzed mathematics textbooks.

The Problems and Solutions of Enterprise Financial Management in the Perspective of Digital Economy

From the perspective of the digital economy, enterprise financial management is facing unprecedented challenges and opportunities. Traditional financial management models are no longer suited to current development needs. Fine-tuning financial management is essential to support the modernization of enterprises, guard against operational risks, and promote coordination across the entire value chain for greater economic efficiency. With the help of digital technology, data-driven, highly interconnected, and intelligent decision-making processes are becoming more prominent, profoundly transforming the operational and financial management models of enterprises. This enables financial management to keep pace with modern developments. In light of this, the paper explores the connotations and mechanisms of the digital economy and enterprise financial management, clarifies relevant conceptual characteristics, and identifies problems in financial management under the digital economy. It also offers strategies for optimization and problem-solving, with the aim of providing valuable insights for educators and practitioners.

Feasibility and Acceptability of a Self-Guided Digital Family Skills Management Intervention for Children Newly Diagnosed With Type 1 Diabetes: Pilot Randomized Controlled Trial.

Family dynamics play an important role in determining the glycemic outcomes of type 1 diabetes (T1D) in children. The time interval immediately following T1D diagnosis is particularly stressful for families, and interventions to support families in adjusting their family practices to support adjustment to and management of T1D in the months following diagnosis may improve glycemic outcomes. Self-guided digital interventions offer a sustainable model for interventions to support caregivers in learning evidence-based family management skills for adjustment to and management of T1D. We hypothesized that a self-guided, web-based, family skills management program (addressing caregiver social support as well as family problem-solving, communication, and supportive behavior change strategies) initiated at the time of T1D diagnosis would improve glycemic outcomes in children with T1D. In this study, we report on the feasibility and acceptability of this program. We prospectively evaluated a sample of 37 children newly diagnosed with T1D recruited from a pediatric endocrinology clinic. Parent participants were asked to complete web-based modules addressing social support, family problem-solving, communication, and supportive behavior change strategies. Module completion was analyzed for percentage completion, patterns of completion, and differences in completion rates by coparenting status. Qualitative open-ended feedback was collected at the completion of each module. A total of 31 (84%) of the 37 participants initiated the web-based program. Of those 31 participants, 25 (81%) completed some content and 15 (48%) completed all 5 modules. Completion rates were higher when coparenting partners engaged in the intervention together (P=.04). Of the 18 participants given a choice about the spacing of content delivery, 15 (83%) chose to have all sessions delivered at once and 3 (17%) chose to space sessions out at 2-week intervals. Qualitative feedback supported the acceptability of the program for delivery soon after T1D diagnosis. Families reported on positive benefits, including requesting future access to the program and describing helpful changes in personal or family processes for managing T1D. In this study, we found that a self-guided digital family support intervention initiated at the time of a child's T1D diagnosis was largely feasible and acceptable. Overall, rates of participation and module completion were similar to or higher than other self-guided digital prevention interventions for mental and physical health outcomes. Self-guided digital programs addressing family management skills may help prevent challenges common with T1D management and can decrease cost, increase access, and add flexibility compared to traditional interventions. ClinicalTrials.gov NCT03720912; https://clinicaltrials.gov/study/NCT03720912.

Exploring Mathematical Problem-Solving Through Process Mining: Insights from Large-Scale Assessment Log Data

In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the significant potential of process mining in identifying problem-solving strategies that lead to successful and unsuccessful outcomes. Our findings reveal that students who successfully solve the problem tend to follow one of three structured strategies, displaying a systematic process in filling the boxes of a Pascal’s triangle. Conversely, those who falter often start with a correct strategy but deviate by inserting incorrect values, especially in central boxes. Further analysis provides insights into the strategies and potential misconceptions among students from various disability groups. Notably, autistic students exhibit unique patterns, such as initiating the solution from the triangle’s right side, contrary to the common left-to-right strategy, and consistently applying this approach even when errors occur.

Asylum-seeker women: Coping strategies and mental wellbeing.

Asylum seekers in Australia are subjected to various punitive measures that can affect their psychological wellbeing. The capacity of asylum seekers to adapt and cultivate effective coping strategies can enhance their resilience, facilitate their settlement processes and promote their overall mental health. This study aims to explore the coping strategies employed by women who are asylum-seekersthat have the potential to enhance their resilience post migration. A semi-structured qualitative study was conducted with asylum-seeker women from Iran. Data were analysed using an inductive thematic analysis. Seventeen participants described their experiences of applying various strategies to enhance their coping ability, resilience and maintain their mental wellbeing when facing ongoing challenges. Problem-solving strategies included social engagement, adjusting life plans and seeking support from formal and informal resources. Emotion-focussed strategies were positive thinking and maintaining hope, avoidance and spirituality. While emotion-focussed strategies enabled the women to manage their stresses temporarily, problem-solving strategies allowed them to effectively address the challenges they faced after migration. Providing supportive resources for asylum seekers, removing stigma and developing community ties may assist individuals in improving their coping skills, resilience and mental wellbeing.

Intellectual Capital and Company Performance with Innovation as Mediation Variables

This study aims to examine the correlation between intellectual capital, innovation, and corporate performance in micro, small, and medium enterprises (MSMEs) located in East Java, Indonesia. The proxy for each variable uses a Likert scale measurement by distributing questionnaires to MSME actors. The research sample consisted of 125 MSME actors who completed a returned questionnaire, whereas the study population consisted of 500 MSME company players. The PLS 3 software program is used in the quantitative descriptive data analysis technique. The findings demonstrated that innovation has a major impact on business success and that intellectual capital has a considerable impact on both. Additionally, innovation mediates the relationship between intellectual capital and business performance. Increased innovation will eventually lead to improved company performance if the intellectual capital developed by MSME business actors is more focused on innovation. Specifically the speed and quality of innovation, such as creating new and high-quality products, high-quality services, and problem-solving strategies that are also more accurate than those of other companies. This research contributes to the implications of intellectual capital in the business world which can be carried out early on, in the sense that even though companies are on a micro scale, MSME business actors can manage intellectual capital well in creating company performance. Keywords: intellectual capital, innovation, company performance, MSMEs

Level of Coping Mechanisms of Parents of Children with Attention Deficit/Hyperactivity Disorder (ADHD)

Attention Deficit/Hyperactivity Disorder (ADHD) stands as a formidable neurodevelopmental challenge, exerting profound impacts on a child’s academic, social, and familial spheres. Parents of children grappling with ADHD find themselves immersed in a multifaceted struggle, not only contending with the day-to-day management of their child’s symptoms but also grappling with societal preconceptions surrounding the disorder. Thus, this study aimed to determine the level of coping mechanisms of parents of children with ADHD in private schools in a highly urbanized city in Central Philippines for the School Year 2023-2024. This study used a descriptive research design. This study used the validated and trial-tested self-made questionnaire to gather data from the thirty-three parents of children with ADHD. The instrument yielded a validity index of 4.51 and a reliability index of 0.845. The coping mechanisms covered three areas: Emotion-focused, problem-focused, and avoidance-focused strategies. Overall, the level of coping mechanisms of parents was high. Subsequent analysis indicated no significant difference in the level of coping mechanisms of parents of children with ADHD. The study underscores the importance of comprehensive support programs for parents of children with ADHD. These programs should go beyond addressing behavioral issues and incorporate emotional well-being and problem-solving strategies. Through workshops or support groups, parents could learn relaxation techniques to manage stress, communication strategies to foster positive interactions, and positive behavior management techniques. By equipping parents with a diverse range of coping mechanisms, they become empowered to effectively navigate the challenges of ADHD and create a nurturing and supportive environment for their child’s overall development. Keywords: Coping Mechanisms, Attention Deficit/Hyperactivity Disorder ADHD, Parents

PYDA—A Python Dashboard for Easy and Customizable Visualization and Fitting of Biophysical Data

ABSTRACT Research-integrating teaching offers a collective approach to engage students and researchers in real research questions, introducing them to authentic problem-solving strategies. In experimental research-integrating teaching, various different data are acquired and often analyzed by using specialized software programs. However, learning to operate these programs can sometimes divert attention from the research itself. To keep the focus on the research, we have developed a Python-based dashboard (PYDA) and implemented it successfully in a research-integrating course on intrinsically disordered proteins. PYDA simplifies data analysis by handling experimental data from techniques such as liquid chromatography, far-ultraviolet circular dichroism, and fluorescence spectroscopy in a unified way. Developed in Python by using the Plotly Dash framework and hosted on Heroku, PYDA allows students to visualize, convert, and analyze data without extensive prior knowledge of Python. By providing a streamlined, flexible, and customizable solution, PYDA enables students to focus on research and hypothesis development, fostering digitally competent and inquiry-driven problem solvers. PYDA is supplied with a set of example files that allows the user to test the program. These files can be accessed as the last item in the dropdown menu.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dengan Metode Problem Based Learning (PBL) pada Materi Aku Mengembangkan Diri Bersama Orang Lain Kelas IV Fase B pada SD Negeri 15 Buntumauli

This research aims to improve the learning outcomes of Catholic Religious Education by implementing the Problem-Based Learning (PBL) method in the lesson "I Develop Myself Together with Others" for fourth-grade students in Phase B at SD Negeri 15 Buntumauli. The PBL method is a student-centered approach that emphasizes problem-solving of real-life issues relevant to the subject matter. This method promotes critical thinking, creativity, and collaboration among students, which are essential skills in modern education. Through this method, students are encouraged to be more active in their learning process, exploring problems, discussing solutions, and working together in groups to solve them. The research was conducted over two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data were collected through observation, written tests, and documentation. The focus of the observation was on student activity during the learning process, their participation in discussions, and how well they were able to develop problem-solving strategies in group work. Learning tests were administered to measure the students' understanding of the material before and after applying the PBL method. The results showed a significant increase in students' learning outcomes after the introduction of the PBL method. There was a notable improvement in their understanding of the material, particularly in relation to personal development and social interaction. Students were more engaged and motivated during the lessons, displaying greater responsibility and independence in their learning. They also demonstrated stronger teamwork and communication skills. Based on these findings, it can be concluded that the PBL method is an effective tool for enhancing the quality of Catholic Religious Education, specifically in topics related to self-development and cooperation with others. This method encourages students to think critically, solve problems creatively, and collaborate with their peers.

Exploring factors affecting nurse anxiety in Northwest Ethiopia: a multicenter study.

Anxiety is a commonly reported mental health disorder that significantly contributes to the global burden of disease. However, proper counseling, problem-solving strategies, and promotion of healthy lifestyle practices have a positive effect on reducing nurse anxiety, but there is limited evidence in Ethiopia, particularly in this study area. Therefore, this study aimed to assess the prevalence and identify factors affecting nurse anxiety in Northwest Ethiopia's comprehensive specialized hospitals. An institution-based cross-sectional study was conducted among 746 study participants from April 14 to May 20, 2023.A simple random sampling technique was used. An interviewer-administered questionnaire was used. Data were entered into EpiData version 4.6.0 and exported to STATA version 17 for analysis. In binary logistic regression, variables with a p-value of less than 0.25 were considered candidates for multivariable logistic regression. An association was declared at a p-value of less than 0.05 with a 95% confidence interval. In this study, the prevalence of anxiety was 33.9%. Thus, being female [adjusted odds ratios (AOR) = 1.53, 95% CI = 1.08, 2.22], working in an emergency department (AOR = 3.65, 95% CI = 1.83, 7.28), working night duty shifts (AOR = 3.12, 95% CI = 2.19, 4.46), having conflict with coworkers (AOR = 1.7, 95% CI = 1.14, 2.51), and having poor social support (AOR = 2.13, 95% CI = 1.23, 3.69) were variables significantly associated with anxiety. This study revealed that one-third of nurses experienced anxiety, which is a critical indicator of mental health within this population. Important factors that were found to be significantly associated with anxiety include being female, working in the emergency department, having a conflict with coworkers, having poor social support, and working night duty shifts. These findings show the need for the implementation of counseling services and the adaptation of effective coping strategies for nurses working at comprehensive specialized hospitals. Understanding the impact of anxiety on nurses is important to design interventions aimed at improving their mental health and job satisfaction.

Feasibility Test of A Testing Station Trainer Situated in Virtual Reality Integrates Computational Thinking Concepts

This research focuses on integrating the Computational Thinking (CT) concept of automation system in vocational education to address the high costs and scarcity of educational resources in practical learning. The rapid industrial expansion of automation, particularly in Modular Production Systems (MPS), necessitates that students grasp both the components' functionalities and operational principles. Another point that needs to be considered is the integrated CT concept in the learning process. The CT for 21st-century skills, this research aims to facilitate knowledge absorption through systematic problem-solving strategies. To reduce cost and scarcity, this research developed an Interactive Virtual Reality Testing Station (IVRTS) employing a CT methodology to replicate MPS functions effectively in a Flexible Manufacturing System (FMS) Laboratory setting. Developing an Interactive Virtual Reality Testing Station (IVRTS) with a CT approach to simulate the working process is expected to overcome this problem in the Flexible Manufacturing System (FMS) Laboratory. The research procedure adopted from Lee Owens' ADDIE development procedure aims to create a CT-based IVRTS as an innovative educational tool. Experimental validation will compare the efficacy of CT-enhanced IVRTS against traditional methods among 36 students from higher schools. Based on the results of research on the IVRTS indicates its significant potential, receiving mainly "Good/Worth It" feedback. Despite the overall positive reception, users reported issues regarding its complex nature and the necessity for ongoing technical support. Refinements to make the system more intuitive and autonomous by streamlining the interface and clarifying functions are essential for broader user adoption.

Listening to Teachers’ Feedback on How INSIGHTS Into Children’s Temperament Transforms Classroom Management Approaches

INSIGHTS is an evidence-based, comprehensive intervention that enhances the social-emotional development and academic learning of young children (aged 3–8 years) and their parents’ and teachers’ behaviour management skills. Children also learn problem-solving strategies to resolve dilemmas with parents, teachers, and peers. Qualitative interviews were conducted to explore teachers’ views on how INSIGHTS into Children’s Temperament transformed their classroom management approaches. The programme is underpinned by theoretical frameworks for temperament-based intervention: Goodness of Fit Model (2), which purports that the environment should be adjusted to align with the temperament of a child; and social learning theory. Both frameworks offer theoretical explanations on how the environment interacts with children’s temperament.

THE IMPORTANCE OF COPING BEHAVIORS IN ADOLESCENTS' LIVES

This article explores the significance of coping behaviors among adolescents. The adolescent stage encompasses significant changes and challenges in human life, making stress management and problem-solving strategies essential. The article discusses the various types of coping behaviors, their impact on adolescents' emotional well-being, and the development of effective coping strategies. Research findings are crucial for designing psychological support programs and enhancing adolescents' ability to cope with stress. ‎

중학교 수학 교과의 협력적 문제해결을 위한 수업 모형 개발

The purpose of this study is to develop a teaching model of a school mathematics that utilizes meta-affect to help middle school students develop collaborative problem solving skills in mathematics. To this end, a collaborative mathematics learning program based on student-student interaction in mathematics, including a teaching and learning model, a mathematics diary for self-reporting on meta-affect and metacognition, and a letter: writing form for students to write to themselves and their teachers. As a developmental study, this study developed a mathematics teaching model so that mata-affect could be added to the metacognition that had been used for reflective thinking activities in existing research and conducted a case study of applying the CPS-M lesson program to 10 first-year middle school students in cities D and G to confirm its applicability in the field. Based on the analysis of class videos, students' math diaries, and teachers' observation evaluation etc., during the collaborative problem solving process, students used mata-affect to become aware of and control their emotions in the process of understanding and sharing the meaning of the problem and sharing problem solving strategies. In particular, as a result of the pre-post test on meta-affect, students' grades increased in awareness of affect and emotional control among the detailed factors of meta-affect.

The Effectiveness of Practical Training in Social Work on Improving the Skills of University Students

The purpose of this research was to determine whether or not social work students' communication, problem-solving, critical-thinking, teamwork, and professional abilities were enhanced by practical training. Additionally, it aimed to compare these abilities across students at Jordan's Al-Zaytoonah University and those at Al-Balqa Applied University. One hundred twenty male and female students from two Jordanian universities—Al-Zaytoonah and Al-Balqa Applied University—made up the study's sample. Mathematical means and standard deviations were utilized to analyze the findings of a questionnaire that assessed the various skills. The results demonstrated that students at Al-Zaytoonah University of Jordan had better practical communication skills on average, with an average score of 4.567 (±0.398) on the "Communicating Clearly" ability test, compared to 4.123 (±0.462) at Al-Balqa Applied University. The average score for problem-solving strategies applied by students at Al-Zaytoonah University was 4.678 (±0.481), whereas the average score for students at Al-Balqa University was 4.234 (±0.532). In the paragraph "Working effectively within teams," students from Al-Zaytoonah University had an average score of 4.567 (±0.463) while students from Al-Balqa University had an average score of 4.123 (±0.484). As for professional skills, the results demonstrated that students at Al-Zaytoonah University outperformed their counterparts at Al-Balqa Applied University. The former had an average skill of "Applying academic knowledge" of 4.567 (±0.420), while the latter had 4.123 (±0.472).