scholarly journals Convergent Evidence for the Validity of a Performance-Based ICT Skills Test

2020 ◽  
Vol 36 (2) ◽  
pp. 269-279 ◽  
Author(s):  
Lena Engelhardt ◽  
Johannes Naumann ◽  
Frank Goldhammer ◽  
Andreas Frey ◽  
S. Franziska C. Wenzel ◽  
...  
Keyword(s):  
Problem Solving ◽  
Convergent Validity ◽  
Random Effect ◽  
Predictor Variables ◽  
Problem Solving Skills ◽  
Ict Skills ◽  
Construct Definition ◽  
Information And Communication ◽  
Item Characteristics ◽  
Task Success

Abstract. The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based information and communication technology (ICT) skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation.

scholarly journals Employers’ Identification of Skills Needed by Technical and Vocational Education Graduates for Industrial Work Effectiveness

2020 ◽  
pp. 32-41 ◽  
Author(s):  
K. R. E. Okoye ◽  
S. M. Nkanu
Keyword(s):  
Problem Solving ◽  
Communication Technology ◽  
Work Experience ◽  
Technical Skills ◽  
Problem Solving Skills ◽  
Ict Skills ◽  
Industrial Work ◽  
Work Effectiveness ◽  
Information And Communication ◽  
Research Questions

Unemployment has been an issue yet unresolved in the minds of every citizen. However, the hope is that the Nigerian government should resolve it, but this plight still looms and stirs on the face of all. This however is the plight in sight and therefore this study investigated employers’ identification of skills needed by technical and vocational education (TVE) graduates for industrial work effectiveness. The study determined (a) Information Communication Technology (ICT) skills needed by TVE graduates as identified by employers with 0-10 years of work experience, (b) Problem-Solving skills needed by TVE graduates as identified by employers with 0-10 years of work experience, (c) Technical Skills needed by TVE graduates as identified by employers with 0-10 years of work experience. Three research questions and three null hypotheses guided the study. The study adopted the descriptive survey design, with a population of 260 managers. Data collected were analyzed using arithmetic mean and standard deviation for research questions and z-test to test the hypothesis. The study revealed that, problem solving skills, technical skills and information and communication technology (ICT) skills are highly needed by TVE graduates for improved industrial work effectiveness. Findings of the study revealed that in terms of information and communication technology skills and problem solving skills, there was no significant difference in the mean ratings of employers. The study also revealed that employers of 0-10years of operation differed significantly in their mean ratings on technical skills needed by TVE graduates for industrial work effectiveness. Based on the findings, the researchers recommends that every effort should be made to ensure that machinery to enhance the acquisition of employability skills by TVE scholars be put in place during their days in school. There should be re-training scheme arranged by Nigerian government for TVE graduates after school.

scholarly journals Development and Initial Validation of a Scale to Measure Cognitive Demands of Flexible Work

2020 ◽  
Author(s):  
Roman Prem ◽  
Bettina Kubicek ◽  
Lars Uhlig ◽  
Vera C. Baumgartner ◽  
Christian Korunka
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Emotional Exhaustion ◽  
Convergent Validity ◽  
Flexible Work ◽  
Cognitive Demands ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Information And Communication ◽  
Code Scale

With globalization, digitalization, and the spread of information and communication technologies, rules regulating work have been softened or completely abolished. As a consequence, employees face additional cognitive demands to plan, structure, and coordinate their work. In order to capture these demands of contemporary work, we constructed and initially validated the Cognitive Demands of Flexible Work (CODE) scale. The scale comprises four subscales (i.e., structuring of work tasks, planning of working times, planning of working places, and coordinating with others). We validated the scale in three independent studies (overall N = 1129) in German and English. Confirmatory Factor Analyses supported the four-factor structure as well as the scalar invariance of the different language versions. Moreover, the subscales showed convergent validity with related constructs such as requirements for problem solving or autonomy. Criterion validity for emotional exhaustion, engagement, and positive work rumination, negative work rumination, and problem-solving pondering suggests that cognitive demands of flexible work can be construed as challenge stressors. However, relationships with emotional exhaustion were only significant for one of the four subscales. Overall, the CODE scale was shown to be a reliable and valid instrument to measure cognitive demands of flexible work.

scholarly journals Thai information and communication technology student teacher complex problem-solving skills

2021 ◽  
Vol 16 (5) ◽  
pp. 2209-2222
Author(s):  
Natchanun Sermsri ◽  
Aukkapong Sukkamart ◽  
Thiyaporn Kantathanawat
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Student Teachers ◽  
Information And Communication Technology ◽  
Information Literacy ◽  
Communication Technology ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Problem Solving Skills ◽  
Information And Communication

From the study’s qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived information literacy (1.00), analytical thinking (0.96), self-control (0.93), knowledge application (0.90) and planning ability (0.85) as the most important for the student teachers’ CPS skills. Moreover, the results revealed that each teacher’s opinion on CPS skill indicators was at a ‘high agreement’ level. Therefore, it suggested that the results can be used by Thailand’s Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.     Keywords: CPS, ICT, Information literacy, preservice teachers, Thailand

The Viber Application and its Use by Elementary School Students for Forming Key Competences in Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Diana Papazova-Antonova ◽  
Keyword(s):  
Information Technology ◽  
Problem Solving ◽  
Elementary School Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Students ◽  
Problem Solving Skills ◽  
Information And Communication ◽  
Key Competences ◽  
High Standards

Technology is changing our lives and our way of learning. Contemporary teaching is subject to high standards – to train people who think and have universal learning and problem-solving skills. Mastering key competences is impossible without integrating information and communication technologies. The Viber app is the affordable way to connect education in maths to students’ interests and needs for information technology.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills
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