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1
Yuen, Gary. "Problem solving strategies students use when solving combinatorial problems". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5535.
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This research is a case study that examines the strategies that three grade 11 students use
to manoeuvre through a series of three combinatorial problems. Grade 11 students were chosen
as participants because they have had no formal training in solving this class of math problems.
Data includes video recordings of each participant’s problem solving sessions along with each
participant’s written work. Through analysis of this data, several themes related to problem
solving strategies were identified. First, students tend to rely on algebraic representation and
methods as they approach a problem. Second, students use the term “guess and check” to
describe any strategy where the steps to a solution are not clearly defined. Thirdly, as students
negotiate problems, they tend to search for patterns that will streamline their methods. Fourthly,
students approach complicated problems by breaking up the problem into smaller parts. Finally,
students who verify their work throughout the problems solving process tend to experience more
success than those who do not. From these findings, I suggest that mathematics teachers need to
ensure that they are not over-emphasizing algebraic strategies in the classroom. In addition,
students need to be given the opportunity to explore various solution strategies to a given
problem. Finally, students should be taught how to verify their work, and be encouraged to
perform this step throughout the problem solving process.
11
2
Stoyanova, Elena N. "Extending and exploring students' problem solving via problem posing". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/885.
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Despite the fact that problem posing has been recommended as a useful mathematical activity in the curriculum documents of several countries, research about the types of problem-posing situations in which students could be involved, and about the effects of these problem-posing activities on students' mathematical performance is limited. The application of problem posing in school mathematics has been hindered by the absence of a framework which links problem posing, problem solving and mathematics curricula
3
Strompolis, Melissa Elaine. "First-year college students self-reported problem structure, problem domains, and affective reactions". [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000169.
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Thesis (M.A.)--University of West Florida, 2009.Submitted to the Dept. of Psychology. Title from title page of source document. Document formatted into pages; contains 72 pages. Includes bibliographical references.
4
Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability". Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.
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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
5
Dennee, Julie A. "Teaching disrespectful students". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001denneej.pdf.
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Pestana, M. E. M. F. "Students' difficulties with chemical problem solving". Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374290.
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7
Yee, Sean P. "Students' Metaphors for Mathematical Problem Solving". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340197978.
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8
Saleh, Saad Mohamed. "International students mentality". Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8454.
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9
Hardin, Laura E. "The problem-solving process of veterinary students /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012974.
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10
Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.
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11
Zhang, Pingping. "Inference on Students' Problem Solving Performances through Three Case Studies". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281915279.
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12
Iseri, Gokmen Selcen. "Effects Of Problem Based Learning On Students". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609414/index.pdf.
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The purpose of the study was to investigate the relative effect of problem based
learning with a non local perspective (PBL1), problem based learning with a local
perspective (PBL2) and traditionally designed environmental education (TRD)
lectures on elementary school (7th grade) students&rsquoenvironmental attitude
specifically by the 3 dimensions as
general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo
Why do ecosystems change?&rdquo
for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo
the declining environmental conditions of Manyas Lake&rdquo
and the problem of PBL2 group was selected as &ldquo
the declining v environmental conditions of Akkaya Dam in Nigde&rdquo
to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo
environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo
general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo
prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo
awareness of individual responsibility determined after the treatment.
13
Ford-Harris, Monica Cristie. "Caring for at-risk students teacher involvement and students' lived experiences /". [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000074.
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Johnson, Colleen Marie. "Examining at-risk students' perceptions of the role and function of school counselors /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131566320.pdf.
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15
Pham, Chuong Hoang. "How to improve students' problem solving skills: K-4". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/933.
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16
Guerrera, Claudia P. "Testing the effectiveness of problem-based learning through problem generation and problem solving with high school biology students". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23213.
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The purpose of this study was to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method in biology. Eighty-one, ninth grade biology students worked collaboratively in groups, of 2 or 3, to generate a fictitious patient case, which was then exchanged, for other students to solve. This process was repeated on two occasions. Data from pre/post questionnaires and groups' verbal and written protocols were analyzed. Results showed that certain cognitive processes strengthened over time. Significant improvements were also noted in the quality and content of students' written scenarios and solutions, and in students' interest in working collaboratively. Overall, this study confirms that PBL has numerous benefits and holds great potential as an instructional method in biology.
17
De, Hoyos Maria. "'Solutioning' : a model of students' problem-solving processes". Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2842/.
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The aim of this study was to generate a model (or theory) that explains students’ concerns as they tackle non-routine mathematical problems. This was achieved by using the grounded theory approach as suggested by Glaser and Strauss (1967) and further developed by Glaser (1978; 1992; 1998; 2001; 2003). The study took place in the context of a problem-solving course offered at the undergraduate level. As methods of data collection, the study made use of the problem-solving rubrics (or scripts) that students generated during the course. Other sources of data included interviews with the students and observations in class. The model generated as a result of this study suggests that problem solving can be seen as a four-stage process. The process was labelled ‘solutioning’ and is characterised by students trying to resolve the following concerns: Generating knowledge; Generating solutions; Validating the results, and Improving the results. The model also makes reference to pseudo-solutioning as an alternative approach to solutioning. During pseudo-solutioning, instead of trying to resolve the concerns listed above, students focus on trying to satisfy the academic requirement to submit an acceptable piece of work. Thus, pseudo-solutioning can be seen as an important variation to solutioning. After presenting the model of ‘solutioning’, the study provides an illustration of how it can be used to describe students’ processes. This is done in set of case studies in which three problem-solving processes are considered. The case studies provide a view of how the model developed fits the data and serves to highlight relevant patterns of behaviour observable as students solve problems. The case studies illustrate how the concepts suggested by the model can be used for explaining success and failure in the processes considered. This study contributes to the study of problem solving in mathematics education by providing a conceptualisation of what students do as they try to solve problems. The concepts that the model suggests are relevant for explaining how students resolve their main concerns as they tackle problems during the course. However, some of these concepts (e.g., ‘reducing complexity’, ‘blinding activities’, ‘transferring’) may also be of relevance to problem solving in other areas.
18
Mantina, A. Y. "To the problem engineering students' intercultural EFL communication". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40611.
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Cultural features of different nations make more urgent the problem of cultural identity and cultural differences. The cultural diversity of modern humanity is increased and nations try to preserve and develop their cultural identity.
19
Smolyakova, I. D. "The problem of formation of students' health culture". Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48737.
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Thus, to form the attitude to the health culture as being the first
value, to give the knowledge that is necessary for everyone’s life,
and to learn to live a healthy lifestyle are the most important tasks
for the future specialist.
These aims can be achieved with the help of a rational
combination of psycho-pedagogical and medical-biological
approaches, and the main base for the formation of students’ health
culture should be the physical education during the learning process
of the university.
20
Stark, Tamara Kay. "Aspects of Engaging Problem Contexts From Students' Perspectives". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7741.
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Aspects of Engaging Problem Contexts From Students' PerspectivesTamara Kay Gandolph StarkDepartment of Mathematics Education, BYUMaster of ArtsToo many students have negative feelings towards mathematics which is causing them to disengage in their classrooms. This has led to student under-achievement. This study attempts to better understand how teachers can help students to reengage with mathematics by using more engaging contexts to develop mathematical content. The study began with the characteristics realistic, worthwhile, enjoyable or motivating as a framework for posing engaging problem contexts, which were synthesized from the current research literature. As students discussed what made contexts engaging, my understanding of what engaging problem contexts looked like expanded. The characteristics realistic and worthwhile were combined. Students felt contexts were more realistic and worthwhile when the contexts were authentic, purposeful and related to their everyday lives or a potential career situation. Furthermore, students felt context was enjoyable when it was interactive or included a good story. Finally, students discussed their frustration with repetition within problem contexts. Even if certain types of problems were engaging at first, if they saw them over and over again, they became unengaged. Students wanted to see a variety of new ideas and different kinds of contexts. This study better informs teachers and curriculum writers on what to include/exclude to make contexts more engaging for students.
21
Marcou, Andri. "Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?" Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.
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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.
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24
Lescault, Julia M. Rich Beverly Susan. "Problem-solving strategies of eighth-grade accelerated mathematics students". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064533.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Beverly S. Rich (chair), Sherry L. Meier, Graham A. Jones, George A. Padavil, Larry D. Stonecipher. Includes bibliographical references (leaves 166-172) and abstract. Also available in print.
25
Tso, Wai-chuen, i 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.
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26
Connolly, Deirdre. "Problem-based learning from the far side : students' perceptions". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443012.
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27
Nikonova, E., А. Pronina i J. Muzzarelli. "The problem of understanding written texts (EFL engineering students)". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/39134.
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28
Su, Fei-Ya. "How Can Students Use Art to Learn Problem Solving?" BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8136.
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This study explores how art instruction can be used to help students engage with important problems that matter to them and thereby adding personal value within a holistic education experience. Through a two-week-long curriculum composed of eight two-hour classes, the researcher deeply examined the journeys of growth that three students underwent as they were exposed to new art-making techniques and ideas, with an emphasis on the meaning behind individual art creation. The researcher found that all three students showed growth that extended beyond art-making itself to help them develop as independent problem solvers. As an action research study, this study also allowed the researcher to reflect on her own journey as an art teacher and examine how she could improve her teaching methods to facilitate the practical application of art learning into problem solving.
29
O'Bryan, Deborah. "Problem solving with middle school students a program evaluation /". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0160.
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Molefe, Jacob Kgabudi. "Challenging students through mathematics a culturally relevant problem solving /". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1072722613.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).
31
Wong, Wai-hou. "Sports participation by students with behavioural problems in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810524.
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32
Polat, Zeynep Sonay. "The Effects Of Problem Solving Approaches On Students'". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12613275/index.pdf.
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The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers&rsquobasic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructed by questioning problem solving approach while control group was instructed by traditional problem solving approach. The data were collected through Basic Mathematics Achievement Test, Mathematical Problem Solving Test, Motivated Strategies for Learning Questionnaire, Treatment Evaluation Form, interviews and observation checklists. The quantitative data was analyzed using multivariate analysis of covariance. The results revealed that questioning problem solving approach had a statistically significant effect on pre-service elementary school teachers&rsquo
basic mathematics achievement, problem solving performance, task value, and control of learning beliefs, metacognitive self-regulation and effort regulation. However, there was no statistically significant mean difference between the experimental and control group in terms of intrinsic and extrinsic goal orientation, self-efficacy for learning and performance, test anxiety, rehersal, elaboration, organisation, critical thinking, time and study environment management, peer learning and help seeking. In addition the interview results showed that questioning problem solving approach had developed pre-service teachers&rsquo
skills on Polya&rsquo
s problem solving phase which were devising a plan and looking back. The common opinions among the students about the qustioning problem solving approach that questioning problem solving approach improved their problem solving skills and they learned new ways of solution through class discussions. Moreover, they implied that they learned to think differently.
33
Santos, Trigo Luz Manuel. "College students' methods for solving mathematical problems as a result of instruction based on problem solving". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31100.
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This study investigates the effects of implementing mathematical problem solving instruction in a regular calculus course taught at the college level. Principles associated with this research are: i) mathematics is developed as a response to finding solutions to mathematical problems, ii) attention to the processes involved in solving mathematical problems helps students understand and develop mathematics, and iii) mathematics is learned in an active environment which involves the use of guesses, conjectures, examples, counterexamples, and cognitive and metacognitive strategies. Classroom activities included use of nonroutine problems, small group discussions, and cognitive and metacognitive strategies during instruction.
Prior to the main study, in an extensive pilot study the means for gathering data were developed, including a student questionnaire, several assignments, two written tests, student task-based interviews, an interview with the instructor, and class observations.
The analysis in the study utilized ideas from Schoenfeld (1985) in which categories, such as mathematical resources, cognitive and metacognitive strategies, and belief systems, are considered useful in analyzing the students' processes for solving problems. A model proposed by Perkins and Simmons (1988) involving four frames of knowledge (content, problem solving, epistemic, and inquiry) is used to analyze students' difficulties in learning mathematics.
Results show that the students recognized the importance of reflecting on the processes involved while solving mathematical problems. There are indications suggesting that the students showed a disposition to participate in discussions that involve nonroutine mathematical problems. The students' work in the assignments reflected increasing awareness of the use of problem solving strategies as the course developed. Analysis of the students' task-based interviews suggests that the students' first attempts to solve a problem involved identifying familiar terms in the problem and making some calculations often without having a clear understanding of the problem. The lack of success led the students to reexamine the statement of the problem more carefully and seek more organized approaches. The students often spent much time exploring only one strategy and experienced difficulties in using alternatives. However, hints from the interviewer (including
metacognitive questions) helped the students to consider other possibilities. Although the students recognized that it was important to check the solution of a problem, they mainly focused on whether there was an error in their calculations rather than reflecting on the sense of the solution. These results lead to the conclusion that it takes time for students to conceptualize problem solving strategies and use them on their own when asked to solve mathematical problems.
The instructor planned to implement various learning activities in which the content could be introduced via problem solving. These activities required the students to participate and to spend significant time working on problems. Some students were initially reluctant to spend extra time reflecting on the problems and were more interested in receiving rules that they could use in examinations. Furthermore, student expectations, evaluation policies, and curriculum rigidity limited the implementation. Therefore, it is necessary to overcome some of the students' conceptualizations of what learning mathematics entails and to propose alternatives for the evaluation of their work that are more consistent with problem solving instruction.
It is recommended that problem solving instruction include the participation or coordinated involvement of all course instructors, as the selection of problems for class discussions and for assignments is a task requiring time and discussion with colleagues. Periodic discussions of course directions are necessary to make and evaluate decisions that best fit the development of the course.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
34
Priest, Deborah Jean. "A problem-posing intervention in the development of problem-solving competence of underachieving, middle-year students". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31740/1/Deborah_Priest_Thesis.pdf.
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This study reported on the issues surrounding the acquisition of problem-solving competence of middle-year students who had been ascertained as above average in intelligence, but underachieving in problem-solving competence. In particular, it looked at the possible links between problem-posing skills development and improvements in problem-solving competence.
A cohort of Year 7 students at a private, non-denominational, co-educational school was chosen as participants for the study, as they undertook a series of problem-posing sessions each week throughout a school term. The lessons were facilitated by the researcher in the students’ school setting. Two criteria were chosen to identify participants for this study. Firstly, each participant scored above the 60th percentile in the standardized Middle Years Ability Test (MYAT) (Australian Council for Educational Research, 2005) and secondly, the participants all scored below the cohort average for Criterion B (Problem-solving Criterion) in their school mathematics tests during the first semester of Year 7.
Two mutually exclusive groups of participants were investigated with one constituting the Comparison Group and the other constituting the Intervention Group. The Comparison Group was chosen from a Year 7 cohort for whom no problem-posing intervention had occurred, while the Intervention Group was chosen from the Year 7 cohort of the following year. This second group received the problem-posing intervention in the form of a teaching experiment. That is, the Comparison Group were only pre-tested and post-tested, while the Intervention Group was involved in the teaching experiment and received the pre-testing and post-testing at the same time of the year, but in the following year, when the Comparison Group have moved on to the secondary part of the school. The groups were chosen from consecutive Year 7 cohorts to avoid cross-contamination of the data.
A constructionist framework was adopted for this study that allowed the researcher to gain an “authentic understanding” of the changes that occurred in the development of problem-solving competence of the participants in the context of a classroom setting (Richardson, 1999). Qualitative and quantitative data were collected through a combination of methods including researcher observation and journal writing, video taping, student workbooks, informal student interviews, student surveys, and pre-testing and post-testing. This combination of methods was required to increase the validity of the study’s findings through triangulation of the data.
The study findings showed that participation in problem-posing activities can facilitate the re-engagement of disengaged, middle-year mathematics students. In addition, participation in these activities can result in improved problem-solving competence and associated developmental learning changes. Some of the changes that were evident as a result of this study included improvements in self-regulation, increased integration of prior knowledge with new knowledge and increased and contextualised socialisation.
35
Bailey, Jessica Harpole. "The socialization of medical students in a problem-based learning environment /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036804.
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36
Yayan, Betul. "Student And Teacher Characteristics Related To Problem Solving Skills Of The Sixth Grade Turkish Students". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611740/index.pdf.
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The current study, initially aimed to explore the problem solving skills of the sixth grade students within the four-process problem solving framework including the processes of understanding the problem, devising a plan, carrying out the plan, and looking back and evaluating. Secondly, it aimed to investigate the relationships between student and teacher related characteristics and problem solving skills of the students. In the study, a model was proposed based on the related literature and this proposed model was tested by using hierarchical linear modeling (HLM) technique. A total of 2562 sixth grade students from 37 public elementary schools in the eight central districts of Ankara completed a problem solving skills test developed by the researcher and a student questionnaire. At the same time, mathematics teachers of the students participated in the study completed a teacher questionnaire.
The results indicated that in general the sixth grade students displayed low performance in the overall problem solving skills test. Moreover, the students performed best in the process of understanding problem whereas they showed the worst performance in the process of looking back and evaluating.
The results of the hierarchical linear modeling technique indicated that the student characteristics significantly and positively related to the problem solving skills of the sixth grade students were socioeconomic status, mathematics self concept, extrinsic motivation, use of control strategies, preference for competitive learning situation, and teacher support, on the other hand student level characteristics significantly and negatively related to the problem solving skills of the sixth grade students were mathematics anxiety, giving homework, activities related with homework, and different types of homework. Furthermore, the teacher level characteristics significantly related to the problem solving skills of the sixth grade students were only teacher gender and perceptions about limitations aroused from students. The characteristic of perceptions about limitations aroused from students was negatively related to problem solving skills of the students on the other hand teacher gender was found to be related to problem solving skills of the students in favor of female teachers. It was also found that there was no teacher level characteristic influencing the relationship that was between student level characteristics and the problem solving skills of the students.
37
Mahon, Tammy A. "Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.
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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).Department of Special Education
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Leung, Cheuk-fai. "The assessment of problem-solving abilities of design and technology students". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811322.
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Pedraza, Antonio M. (Antonio Morales). "Effects of Citizenship Curriculum Training on Ninth-Grade Discipline-Problem Students". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331956/.
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This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.
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Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English". ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.
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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arabic? The study used both quantitative and qualitative methods to analyze these questions. A total of 173 students from a full-time Islamic school participated in this study: 56 students in fifth grade, 56 students in sixth grade, and 61 students in seventh grade. All students were asked to solve two sets of ten word problems each. The students were randomly assigned to one of four groups. Results showed that Arab-American students performed significantly better in the English version of the word problems. Arab-American students with higher levels of Arabic proficiency performed better in the Arabic version of the word problems. Students' standardized scores on mathematics problem solving was a significant factor in explaining variances in student performance on both language versions of both sets of word problems. While students' standardized scores on reading comprehension was a significant factor in predicting the students' performance on the English version of the word problems, students' final average in the Arabic subject was a significant factor in predicting students' performance on the Arabic version of the word problems. Differences and similarities emerged in the problem solving processes of Arab-American students solving the word problems in either English or Arabic. Some students found statements involving double comparisons, problems with hidden information, and problems that required multi-step solutions or thinking backwards to be problematic in both language versions of the problems. Difficult vocabulary was especially problematic for students when solving the Arabic version of the word problems.
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Monahan, Michael. "Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2561/.
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The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.
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Quinn, Andrea Jean, i n/a. "School Leadership, Culture, and Teacher Stress: Implications for Problem Students". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060308.095357.
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Contextual factors linked to behaviour problems in schools include leadership, organisational culture (within individual schools), and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes often have a singular focus on behaviour management policy. The aim of this research concerns the direction of effects from these variables, and offers an alternative perspective on the environment-behaviour equation. That is, while student misbehaviour is viewed as a 'producer' of teacher stress, it may also be perceived as a 'product'. An initial qualitative investigation (Study 1) invited behaviour management staff (N = 23) to participate in focus groups, where three questions were posed in relation to the overall research aims. Content analysis was performed on the transcribed focus group data, and revealed that the hypothesised direction of effect between the variables of interest appeared probable. Participants for the main studies (Studies 2 and 3) were teaching staff (N = 136), school administrators (N = 17) and students referred for behavioural problems (N = 1432) at seven Brisbane metropolitan schools. Teachers and school administrators completed both the Multifactor Leadership Questionnaire and the Organisational Culture Inventory, while teachers also completed the Maslach Burnout Inventory. Student data was collated from school records, and grouped according to categories of referral frequency per student. In Study 2, high referral rates were associated with transactional leadership, and the Oppositional aspect of Aggressive-Defensive culture. Low and medium referral rates were associated with transformational leadership and the Dependent, Approval, and Avoidant aspects of Passive-Defensive culture, and the Affiliative aspect of Constructive culture. Regression tests found further support for the proposed path model and the hypothesised direction of effects. Transactional leadership and the Passive-Defensive and Aggressive-Defensive culture types were most influential in prediction of referral rates for student misbehaviour. Unexpectedly, teacher stress was non-significant in explanation of referral rates for student misbehaviour. Study 3 examined hypothesised differences in perception between school administrators and teaching staff, according to the leadership and organisational culture dimensions. Both groups endorsed transformational leadership as the dominant style, although results differed by degree for each group. In terms of school culture, differences between groups were again evident, as teachers' perceptions of school culture were significantly more negative compared to school administrators. Overall, qualified support was found for the hypothesised direction of effects from school environment variables on referral rates for student misbehaviour. Leadership style and school culture emerged as most important for the student outcome variable, and may be important in consideration of school-based approaches to behaviour management. Additionally, teacher stress, while related to school leadership style and organisational culture, appeared to have no effect on student referral rates.
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Shanta, Susheela. "Investigation of Problem Solving Skills among 12th Grade Engineering Students". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80480.
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US competitiveness in the 21st century global economy depends on a workforce that is science, technology, engineering and mathematics (STEM) literate, and has knowledge and skills to tackle complex technological problems. In response to the need for a STEM literate workforce equipped with 21st century skills there is a push for K-12 educational reform. STEM literacy is the ability to use content knowledge and skills in science, technology, engineering and math in solving human problems in a collaborative manner (NRC, 2009, Wiggins and McTighe, 2005). Researchers have argued that the integrative STEM education (I-STEM ED) pedagogical approach (with its roots in technology education) promotes active learning through student discovery of using science and mathematics content and practices in novel situations, with active construction of understanding by doing (Cajas, 2001; Wells, 2010, 2016b)
Critical thinking and problem solving (CT and PS) skills, collectively identified as 21st century skills by P21 (2005a), involved in solving authentic design problems are not assessed in traditional science and mathematics standardized testing or in Tech-ED classrooms in K-12 grades. Assessments in traditional classrooms, focus on the extent of correctness of the end-result, and rarely, if ever, on the reasoning or procedures leading to the result (Docktor and Heller, 2009; Shavelson, Ruiz-Primo, Li and Ayala, 2003; Steif and Dantzler, 2005). Furthermore, the content knowledge tested is directly related to what has been recently taught in the classroom, and eliminates the need for solvers' demonstration of metacognitive processes involved in CT and PS that require recalling/selecting the discipline specific content knowledge. Within traditional Tech-ED classrooms, students are assessed using competencies defined in the Career and Technical Education curriculum framework which do not focus on solving authentic problems. Herein lies the gap between what is needed for the 21st century worker and what is currently the focus of secondary education.
The purpose of this study was to measure the extent to which students immersed in an I-STEM ED program were successful in solving an authentic design-based problem presented to them outside the context of the classroom where the content was learned. In addition, five specific student abilities (SAs) that contribute to authentic problem-solving were identified and a rubric to assess these SAs was developed and validated. A design-no-make challenge (DNMC) was developed and administered to these students.
Analysis of their responses showed that students immersed in an integrative STEM education program performed significantly better in designing a solution to the DNMC when compared with a hypothesized mean for students in a traditional classroom. Furthermore, the specific SAs associated with selecting and utilizing the relevant science and math content and practices, and communicating logical reasoning in their design of a solution were found to be strongly correlated to students' successful problem-solving.Ph. D.
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Lee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.
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Luevano, Carla. "Culturally Appropriate Math Problem Solving Instruction for Students with Autism". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266322853204.
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HOBBS, ROBERT MAURICE. "Improving Problem-Solving Techniques for Students in Low-Performing Schools". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/213125.
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CITE/Mathematics and Science EducationEd.D.
Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to determine if problem-solving skills and overall mathematical achievement and attitude could be improved using these computer-based tasks. A culturally specific, computer-based mathematics assessment (CD-ROM) and the National Assessment of Educational Progress (NAEP) assessment were used to measure student growth in mathematical problem solving. The Modified Fennema-Sherman Attitude Scales (MFSAS) were used to measure mathematics attitude. To determine whether or not the study was practical, an initial study was conducted (Study I) to see if pre- and post-tests would accurately forecast student performance. There were three groups for Study I. The two treatment groups worked in the computer lab on a Cognitive Tutor program to improve skills in Algebra 1. They were also exposed to word problems that were based on culturally specific themes. The control group had no exposure to the computer lab or word problems with culturally specific themes. Only one significant difference occurred in Study I. One of the treatment groups' data results declined significantly on the CD-ROM. In spite of this, the group revealed a slightly more favorable attitude towards mathematics than the other two groups. This treatment group also demonstrated the largest increase in NAEP pre- and post-test data results. For Study II there were two groups. The treatment group worked on a Google Maps project where students mapped different coordinates within their neighborhoods and plotted the results. The control group received computer lab instruction similar to the treatment group but did not work on Google Maps. When scores of the control and treatment groups on the CD-ROM assessment, NAEP assessment, and MFSAS survey were compared using a pre-test/post-test design in Study II, only one significant difference occurred. The control groups' CD-ROM scores resulted in nearly a 50% decline. A correlation analysis in Study II revealed that there were weak relationships between most of the measures, suggesting scores on each measure were unrelated.
Temple University--Theses
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Quinn, Andrea Jean. "School Leadership, Culture, and Teacher Stress: Implications for Problem Students". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366712.
Pełny tekst źródłaStreszczenie:
Contextual factors linked to behaviour problems in schools include leadership, organisational culture (within individual schools), and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes often have a singular focus on behaviour management policy. The aim of this research concerns the direction of effects from these variables, and offers an alternative perspective on the environment-behaviour equation. That is, while student misbehaviour is viewed as a 'producer' of teacher stress, it may also be perceived as a 'product'. An initial qualitative investigation (Study 1) invited behaviour management staff (N = 23) to participate in focus groups, where three questions were posed in relation to the overall research aims. Content analysis was performed on the transcribed focus group data, and revealed that the hypothesised direction of effect between the variables of interest appeared probable. Participants for the main studies (Studies 2 and 3) were teaching staff (N = 136), school administrators (N = 17) and students referred for behavioural problems (N = 1432) at seven Brisbane metropolitan schools. Teachers and school administrators completed both the Multifactor Leadership Questionnaire and the Organisational Culture Inventory, while teachers also completed the Maslach Burnout Inventory. Student data was collated from school records, and grouped according to categories of referral frequency per student. In Study 2, high referral rates were associated with transactional leadership, and the Oppositional aspect of Aggressive-Defensive culture. Low and medium referral rates were associated with transformational leadership and the Dependent, Approval, and Avoidant aspects of Passive-Defensive culture, and the Affiliative aspect of Constructive culture. Regression tests found further support for the proposed path model and the hypothesised direction of effects. Transactional leadership and the Passive-Defensive and Aggressive-Defensive culture types were most influential in prediction of referral rates for student misbehaviour. Unexpectedly, teacher stress was non-significant in explanation of referral rates for student misbehaviour. Study 3 examined hypothesised differences in perception between school administrators and teaching staff, according to the leadership and organisational culture dimensions. Both groups endorsed transformational leadership as the dominant style, although results differed by degree for each group. In terms of school culture, differences between groups were again evident, as teachers' perceptions of school culture were significantly more negative compared to school administrators. Overall, qualified support was found for the hypothesised direction of effects from school environment variables on referral rates for student misbehaviour. Leadership style and school culture emerged as most important for the student outcome variable, and may be important in consideration of school-based approaches to behaviour management. Additionally, teacher stress, while related to school leadership style and organisational culture, appeared to have no effect on student referral rates.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
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Hamm, Jolene Diane. "Exploring the Dimensions of Problem-solving Ability on High-achieving Secondary Students: A Mixed Methods Study". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40265.
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This mixed-methods study investigated the relationship between self-concept and problem-solving style and how these two constructs compared and contrasted in regards to a participantâ s perception of his or her problem-solving ability. The 86 study participants were high-achieving rising 11th and 12th grade students attending a summer enrichment program for agriculture. This study used a concurrent triangulation mixed methods design. The quantitative aspect of the study employed two instruments, SDQ III to test perceived self-concept and the VIEW to determine the perceived problem-solving style. Concurrent with this data collection, 13 open-ended interviews were conducted to explored the description of the problem-solving process during a problem-solving event. The reason for collection of both quantitative and qualitative data was to bring together the strengths of both forms of research in order to merge the data to make comparisons and further the understanding of problem-solving ability of high-achieving youth.
The study discovered that self-concept and problem-solving style have a weak relationship for many of the constructs and a negative relationship between two of constructs. The qualitative component revealed that high-achieving youth had clear definitions of problem-solving, a rich and descriptive heuristic approach, a clear understanding of which resources provided key information, and a strong depiction of themselves as problem-solver. An emergent concept from the research was the participantsâ perceptions of the team-based structure and how the inclusion of multiple ability levels versus high ability levels affected the participantsâ perceptions of solving a problem in a team situation. The mixing component of the study depicted the influence of self-concept on the problem-solving style.
This study was an initial exploration of the relationship between self-concept and problem-solving and compared the current results with previous research. It extended and connected the previous research areas of self-concept and problem-solving style. As an initial study, it led to recommendations for further research across education as well as additional exploration of the emergent relationships identified. Finally, the study denoted the importance of mixed-methods research due to the interconnectivity between self-concept and problem-solving style and the participant descriptions of themselves as problem-solvers.Ph. D.
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Braccio, Aldo. "On-line analysis of novice problem solving in medicine". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61689.
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Yimer, Asmamaw Ellerton Nerida F. "Metacognitive and cognitive functioning of college students during mathematical problem solving". Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128290.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.