Problem-solving Skills Research Articles

AI-Assisted Pedagogies

This paper advocates using large language models (LLMs) to enhance students' open-ended mathematical problem-solving skills. The literature review reveals that using large language models (LLMs) in educational settings is an emerging field with limited research evidence. Much of the existing literature focuses on the perceptions of educators and other stakeholders and evaluations of LLM model accuracy rather than their potentially transformative impact on educational outcomes or personalised learning in mathematics. This paper reports on the ongoing development of a study to provide such evidence. It presents expected results derived from our preliminary development work, which suggests that teaching students to utilise LLMs like ChatGPT effectively can enhance their critical thinking and analytical skills in mathematical problem-solving. Initial observations and iterative refinements inform these anticipated outcomes during the pilot phase of our research.

Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study

Abstract Background: The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL. Objective: This phenomenological study aimed to explore the postgraduate medical faculty’s and residents’ experiences with the rapid shift to VL. Methods: Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants’ experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb. Results: Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants’ engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies. Conclusions: To improve experiences of VL, participants’ drive, engagement, technological inadequacies, and instructional design should be optimized.

Does higher endorsement with collaboration lead to better performance on collaborative problem solving? An explanatory item response approach to cross-cultural comparisons

IntroductionCollaborative problem solving (CPS) is an essential competency in the 21st century. However, the understanding of how cultural background shapes individuals’ collaboration awareness and its relationship with collaborative problem-solving skills are underexplored by psychometrics.MethodsThis study employs Explanatory Item Response Modeling to examine the impact of cultural orientations on students’ endorsement with collaboration in PISA 2015.ResultsResults show that students endorsed valuing teamwork more than valuing relationships. Western countries with individualist cultures generally demonstrated higher endorsement with collaboration than Eastern countries with collectivist cultures. China has the highest collaboration endorsement, followed by the US, Canada, Korea, and Japan. In contrast, Japan has the highest CPS assessment scores, followed by Korea, Canada, the US, and China.DiscussionFindings revealed that students from collectivist cultures do not have higher endorsements of collaboration compared with students from individualist cultures. Also, higher endorsement of collaboration does not necessarily lead to better success in the CPS assessment. Further research is needed to understand the gap between students’ attitudes towards collaboration and their achievement based on cultural values and schools’ CPS training.

Strengthening science education in basic education through a professional development program on participatory action research for science teachers

Science education empowers individuals with critical thinking and problem-solving skills as well as creativity which drive sustainable development, social progress, and economic growth. Unfortunately, the basic education science curriculum does not seem to prepare students to become scientifically literate for a number of reasons. Toward this vein, this calls for science teachers to be creative being at the forefront of implementing science education curriculum successfully. One mechanism to draw out their creativity is to mentor and engage them in participatory action research. Hence, a four-year professional development program for science teachers aimed at designing, implementing, and publishing participatory action research project was introduced to them by specialists from a higher education institution as their community extension project. The program consisted of mentoring on action research problem conceptualization until publication of teachers' project, continuous monitoring, and feedbacking to support their progress. Guskeys' (2000) five level evaluation model for professional development program effectiveness serves as the guiding framework for evaluation. Quantitative and qualitative data were gathered from the participating science teachers of the school. It started with conducting an initial assessment of their action research skills as basis of the proposed professional development program on participatory action research. At the end of the program, the teachers disseminated their project in a reputable science education journal. The four-year professional development program resulted to a robust impact in all five levels of Guskey's evaluation model, namely: teachers' reactions, teachers' learning, organization support and change, teachers' use of new knowledge and skills, and student learning outcomes. The success of this program highlights the importance of sustained, collaborative, and research-oriented professional development program in form of action research mentoring. Moreover, the outcomes of the study suggest the need for a professional development program evaluation framework that will facilitate the evaluation of the program effectiveness.

Redefining student assessment in Nigerian tertiary institutions: The impact of AI technologies on academic performance and developing countermeasures

Integrating artificial AI technologies in education has revolutionised teaching, learning, and assessment worldwide. In Nigerian tertiary institutions, students increasingly rely on AI tools for assignments, research, and exam preparation, raising concerns about the integrity of traditional assessment methods. This paper explores the impact of AI technologies on academic performance and the challenges they pose to accurately evaluating student capabilities. It argues for the urgent need to redefine assessment strategies in Nigerian higher education to preserve academic standards while harnessing the benefits of AI. The study highlights ethical concerns such as data privacy, access inequality, and over-reliance on AI tools, which can undermine critical thinking skills. It provides countermeasures and policy recommendations, including establishing AI usage guidelines, promoting equitable access to technology, and integrating assessments that prioritise critical thinking and problem-solving skills. By adopting these innovative policies, Nigerian tertiary institutions can enhance the quality of education and ensure that students develop genuine skills and academic excellence. This paper calls for immediate action to align education with the realities of the AI age, ensuring sustainable and authentic student outcomes.

Exploring Climate Change Problem-Solving Skills Among Junior High Students: An Empirical Analysis from Madura

This study aims to explore the problem-solving skills of junior high school students in Madura in relation to climate change issues. Understanding these skills is crucial for preparing students to tackle environmental challenges effectively.Methodology A descriptive quantitative approach was employed, collecting data from 63 students through a set of problem-solving skill indicators. The indicators measured various aspects of students' abilities to understand, devise plans, carry out those plans, and reflect on their solutions to climate-related problems. The results indicate that 73% of students fall into the low category of problem-solving skills, while only 27% demonstrate moderate skills. Notably, no students achieved high or very high ratings. Specific analysis revealed that students exhibited a moderate understanding of problems but showed low performance in devising plans, executing those plans, and reflecting on their outcomes. These findings highlight significant gaps in students' problem-solving capabilities concerning climate change. The low proficiency across various indicators suggests a need for enhanced educational strategies to develop these essential skills. The analysis indicates that without targeted interventions, students may struggle to effectively address the complexities of climate issues.

Family Resources and Parental Problem-Solving Skills Mediate Family Functioning and Family Adaptation in Families of Children With Cancer.

To explore the mediating roles of family resources (at the individual [parental self-efficacy], family [family resilience] and social level [social support]) and parental problem-solving skills in the association between family functioning and family adaptation in families of children with cancer. A cross-sectional study. This study recruited 318 parents of children with cancer from three tertiary hospitals in mainland China. Self-report questionnaires were used to collect data on key variables, including family functioning, parental self-efficacy, family resilience, social support, parental problem-solving skills and family adaptation. Data analyses were carried out using descriptive analysis, univariate analysis, Pearson correlation analysis, hierarchical linear regression and bootstrapping. Family functioning was significantly and positively correlated with family adaptation. Family resources (parental self-efficacy at the individual level, family resilience at the family level or social support at the social level) and parental problem-solving skills both independently mediated the relationship between family functioning and family adaptation. Additionally, family resources at all three levels mediated the relationship through their effects on cumulatively parental problem-solving skills, constructing a chain mediating model. The study underscores the significance of family functioning, family resources at the individual, family and social levels and parental problem-solving skills in promoting adaptation in families of children with cancer. It highlights the need for family-centred interventions targeted at these factors to improve family adaptation. This study extended related theories and previous studies to confirm the mediating role of family resources and parental problem-solving skills, both independently and sequentially. Moreover, parental problem-solving skills were confirmed as key elements that can be incorporated into future interventions, suggesting that problem-solving skills training may serve as a highly promising program for families of children with cancer. This study was reported according to the STROBE checklist. No Patient or Public Contribution.

Exploring employable profiles of elite student athletes through fsQCA: unleashing the power of their soft skills

PurposeTo analyse the degree to which elite student athletes acquire different soft skills (resilience, creativity, proactivity and problem solving) and the role they play in their perceived employability.Design/methodology/approachThe study assessed 163 elite Spanish student athletes. A validated survey to measure perceived employability and the degree of acquisition of soft skills was employed. Fuzzy-set qualitative comparative analysis (fsQCA) was used to analyse the data.FindingsStudents and athletes perceived a high degree of development of these skills and employability. Six solutions accounting for 64% of the cases were identified for achieving high employability levels. Three profiles emphasised combinations of elevated resilience with either creativity or problem-solving skills. Education and competition levels differed depending on the skill combination. Identifying and promoting the transferability of student athletes’ sports skills to the labour market was important for enhancing their employability. Collaboration with academic institutions and increased awareness of social media can facilitate the successful integration of elite athletes into the labour market.Originality/valueThe development and analysis of soft skills in the context of sports provide a foundation for future research in the field of athlete employability. This paper provides important information for academic institutions, through a novel method in the field, on the development and transfer of student-athlete soft skills from sports to the labour market.

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.

Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists' Evaluation Practices.

This qualitative study explored the experiences of speech-language pathologists (SLPs) in professional learning communities (PLCs) during a year-long virtual professional development (PD) opportunity using an implementation science (IS) framework in an urban public school district for dynamic assessment (DA) training. The DA presented in the PD was modified based on ongoing discussions with key stakeholders in the district, so that it could be reasonably implemented in clinical practice while preserving the integrity of the DA's purpose. SLPs in an urban district were trained virtually using DA over the course of the school year. PD topics focused on decreasing bias and incorporating evidence-based practice into SLP approaches to speech-language evaluations. The SLPs underwent three training sessions and three separate PLC sessions. The SLPs were assigned a series of case studies to complement PLC sessions. An IS framework informed each step of the PD and PLCs to ensure applicability and integration of the content. Of the 366 SLPs working in the district, 209 consented and filled out two questionnaires and three exit slips to gather information on their experiences with the DAs and PLC models. SLPs reported new insights into their practice, including changes in assessment practices, awareness of bias in assessment practices, and increased confidence in working with families during the evaluation process. Two additional themes emerged: increased collaboration and enhanced group problem-solving skills when working with peers in PLC groups, and expanded proficiencies and heightened skills when applying DA practices to evaluations. The two challenges faced by SLPs included time constraints and confidence in the mastery of DA. This study offers an approach to shifting evaluation practices in large districts to incorporate more evidence-based approaches.

Students' Physics Problem-Solving Skills Using a Problem-Based Learning Model Assisted by Interactive PowerPoint

This study aims to analyze the effect of a problem-based learning model assisted by interactive PowerPoint on students' physics problem-solving skills. The method used is a quasi-experiment with a non-equivalent control group design. The population of this study consists of all 11th-grade students at MAN 2 Mataram. The research sample consists of 21 students from class XI IPA 2 as the control group and 20 students from class XI IPA 3 as the experimental group, selected using purposive sampling. The research instrument used was a problem-solving ability test in the form of an essay. The results showed that the experimental class using the problem-based learning model assisted by interactive PowerPoint had a higher average final score of 84.12 compared to the control class, which had a score of 71.03 using a conventional learning model. Hypothesis testing obtained a sig. (2-tailed) value of 0.008 < 0.05, meaning that Ho is rejected and Ha is accepted. The conclusion is that the problem-based learning model assisted by interactive PowerPoint is effective in improving students' physics problem-solving skills.

POLICY OF COMMON COMPETENCY ASSESSMENT IN TAIWAN’S HIGHER EDUCATION AND ITS APPLICATION IN UNIVERSITY AFFAIRS DATA

<p>This study focus on the competency assessments conducted through the University Career and Competency Assessment Network (UCAN), a platform widely utilized in Taiwan’s higher education system. Using a private university in Taiwan as a case study, the research tracked cohorts of students who enrolled between the 2018 and 2021 academic years. UCAN assessments were administered as pre-tests during the students’ first year and post-tests in their third year to measure changes in their common competencies. Institutional data obtained from these assessments were analyzed using one-way ANCOVA and independent sample t-tests to explore the impact of the Higher Education Sprout Project, which emphasizes innovative teaching, on students' competency development. The results from the longitudinal analysis reveal significant improvements in all eight core competencies, with the most notable self-efficacy gains observed in communication, problem-solving, and information technology skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0726/a.php" alt="Hit counter" /></p>

Educational Robotics and Preservice Teachers: STEM Problem-Solving Skills and Self-Efficacy to Teach

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

Do kea parrots infer the weight of objects from their movement in a breeze?

Weight, though it cannot be seen directly, pervades nearly every aspect of an animal's life. However, the extent to which non-human animals reason about the property of weight remains poorly understood. Recent evidence highlights birds as a promising group for testing this ability: for example, New Caledonian crows can infer the weight of objects after observing their movements in a breeze. Here, we tested for similar weight inference abilities in kea (Nestor notabilis), a parrot species known for its sophisticated problem-solving skills. Subjects were trained to exchange objects of a target weight (light or heavy) for a food reward. They were then allowed to observe pairs of novel objects (one light and one heavy) hung in front of an electric fan in both an experimental condition (fan on, light object moving) and a control condition (fan off, both objects motionless). The birds were subsequently presented with test trials in which they could use the information from the demonstration to select an object of their target weight. We found that, unlike New Caledonian crows, kea did not perform significantly better on trials in which they observed the objects' movements and discussed our findings within the context of the kea's highly explorative nature.

Improving Students' Problem Solving Skills in Learning Problem Based Learning Integrated with Predict, Observe, Explain Model on Global Warming Material

In the following study, the aim is to analyze the improvement of students' problem solving skills in learning activities with problem-based learning models integrated with predict, observe, explain models, especially for global warming material. The study was conducted using quantitative methods with 33 participants of class X students at one of the SMAN Cimahi City which was determined based on convenience sampling technique. The data collected in the following study was conducted through a problem solving skills test instrument in the form of pretest and posttest questions. To analyze the data obtained, using N-Gain testing on the data from the pretest and posttest scores. The results showed that each aspect of problem solving skills experienced a moderate increase. In addition, the acquisition of hypothesis testing proves that there is a difference in the application of the PBL-POE model in improving students' problem solving skills.

The Impact of Team-Based Learning Activities on Learning Satisfaction : Focusing on the Mediating Effects of Learning Engagement and Problem-Solving Skills

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.

A Comprehensive Framework for Research-based Learning to Elevate Undergraduate Research

Objectives: This study proposes a comprehensive framework for Research-based Learning (RBL) that actively engages undergraduate students from diverse disciplines in collaborative research, and aims to enhance their problem-solving and research skills. Methods: RBL was introduced in the 2020-21 curriculum for six engineering branches at Thakur College of Engineering & Technology (TCET), Mumbai, and was expanded to include three additional branches in 2023-24. It comprises four courses namely RBL1, RBL2, RBL3, and RBL4, spanning from the third to the final year. RBL activities were designed and implemented for over 4,300 students from 2020 to 2024. Findings: The outcomes of RBL activities were analyzed based on students’ achievements at the end of each semester. Application of the framework across different engineering branches for 4 years produced tangible outcomes in the form of an increase in in-house publications, participation in project competitions, and improved students' skills contributing to individual growth and institutional branding. The number of publications in TCET increased from 133 to 274 from 2022 to 2024. The total prize money received by students through participation in different project competitions amounted to INR 9.44 lakhs. The effectiveness of the framework is evaluated through online feedback surveys. A survey of 605 students consisting of 5 questions yielded 87.76% positive responses, while a survey of 83 teachers consisting of 9 questions showed positive feedback ranging from 90% to 96.4%. The successful research outcomes and positive feedback from students and teachers support the implementation of the framework in other institutions offering degree programs. Novelty: The RBL framework is integrated into the undergraduate engineering curriculum, providing time-bound achievements. It offers flexibility for online and offline use and is scalable for large groups of undergraduate students. Keywords: Research-based learning (RBL), Undergraduate research (UR), Research outcomes, Publications, Problem-solving skills

Emotional literacy and problem-solving skills with pbl model and hpc strategy: Circulatory system concept

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

The Perceived Improvement in Learning Competencies of Low-achieving College Students through Participation in a Board Game Design and Development Process

The purpose of this study is to examine the extent to which low-achieving college students perceive an improvement in their learning competencies through their experience of participating in the design and development processes of a board games. The research questions are as follows. First, what learning competencies do low-achieving college students perceive to have improved through the board game design and development process? Second, what are the relationships between the keywords of the learning competencies that low-achieving college students perceive to have improved through the board game design and development process? For this study, reflective journals from 97 low-achieving college students who participated in the board game design and development process were analyzed. Specifically, keywords related to the learning competency improvement were derived, and the relationships between these keywords were analyzed. The findings are as follows First, low-achieving college students perceived that their collaboration skills improved the most through the experience of participating in the board game design and development process, followed by problem-solving skills, communication skills, learning transfer, and interaction skills. Second, the keywords related to learning competency improvement perceived by low-achieving college students were found to be significantly interconnected. Collaboration skills were strongly linked to problem-solving skills, communication skills, learning transfer, creativity, and interaction. Problem-solving skills were closely connected to experience of success and creativity. The results of this study provide valuable insights for designing and implementing tailored programs aimed at enhancing the learning competencies of low-achieving college students.

Integrating islamic values and ecopreneurship in biology: E-lkpd as a learning tool

Integrating entrepreneurship into various subjects, particularly biology, helps foster creativity and problem-solving skills. Often seen as theoretical, biology can link to entrepreneurship through eco-friendly activities. This study aims to develop electronic worksheets (E-LKPD) as a learning tool based on ecopreneurship to increase students' interest in entrepreneurship, especially in waste recycling, within an Islamic context. The method used is Research and Development (R&D) with a 4-D development model Thiagarajan (Define, Design, Develop, and Disseminate), which is modified into 3D (without Disseminate). The instruments used in this research included a checklist of student’s worksheets, interview sheets, content validity for student worksheets, teacher and student response questionnaires, and pre-questionnaire and post-questionnaire entrepreneurship interests. The development process involved validity testing by nine experts, readability testing by 15 students, and field trials by one biology teacher and 36 students. The results showed that the E-LKPD had a very high validity and readability. Teachers and students gave positive feedback during the field trials, and the entrepreneurial interest of students increased significantly, moving from a high to a very high category after using E-LKPD. It indicates that the electronic worksheets are valid and practical for enhancing entrepreneurial interest within biology, particularly in environmental awareness and sustainability. E-LKPD based on ecopreneurship also successfully integrates Islamic values, such as responsibility and concern for the environment. In this way, students not only get academic knowledge, but also entrepreneurial skills.