scholarly journals Developing numeracy and problem-solving skills by overcoming learning bottlenecks

2019 ◽  
Vol 11 (3) ◽  
pp. 398-414 ◽  
Author(s):  
Anita Lee-Post
Keyword(s):  
Problem Solving ◽  
Skill Development ◽  
Knowledge Work ◽  
Affective Learning ◽  
The Body ◽  
Problem Solving Skills ◽  
Content Type ◽  
Exam Scores ◽  
Business Undergraduates ◽  
Learning Interventions

Purpose The purpose of this paper is to present an educational approach to elevating problem-solving and numeracy competencies of business undergraduates to meet workplace demand. The approach is grounded in the theory of constraints following the Decoding the Discipline model. The authors investigated a cognitive bottleneck involving problem modeling and an affective bottleneck concerning low self-efficacy of numeracy and designed specific interventions to address both bottlenecks simultaneously. The authors implemented the proposed approach in an introductory level analytics course in business operations. Design/methodology/approach The authors use an empirical study to evaluate the effectiveness of the proposed approach in addressing deficiency in numeracy and problem-solving skills. Cognitive and affective learning interventions were introduced in an undergraduate core course in analytics. The perceived effectiveness of the interventions was evaluated with the use of a survey at the end of the course. To further investigate the effectiveness of the proposed interventions beyond self-reporting, the impact of the interventions on actual learning was evaluated by comparing the exam scores between classes with and without the interventions. Findings Students who underwent the interventions successfully overcame both learning bottlenecks and indicated a positive change in attitude toward the analytics discipline as well as achieved higher exam scores in the analytics course. Research limitations/implications This study succeeds in strengthening the body of research in teaching and learning. The authors also offer a holistic treatment of cognitive and affective learning bottlenecks, and provide empirical evidence to support the effectiveness of the proposed approach in elevating numeracy and problem-solving competencies of business undergraduates. Practical implications The proposed approach is useful for business educators to improve business students’ quantitative modeling skill and attitude. Researchers can also extend the approach to other courses and settings to build up the body of research in learning and skill development. Educational policy makers may consider promoting promising approaches to improve students’ quantitative skill development. They can also set a high standard for higher education institutions to assess students’ numeracy and problem-solving competencies. Employers will find college graduates bring to their initial positions the high levels of numeracy and problem-solving skills demanded for knowledge work to sustain business growth and innovation. Social implications As students’ numeracy and problem-solving skills are raised, they will develop an aptitude for quantitative-oriented coursework that equips them with the set of quantitative information-processing skills needed to succeed in the twenty-first century society and global economy. Originality/value The proposed approach provides a goal-oriented three-step process to improve learning by overcoming learning bottlenecks as constraints of a learning process. The integral focus on identifying learning bottlenecks, creating learning interventions and assessing learning outcomes in the proposed approach is instrumental in introducing manageable interventions to address challenges in student learning thereby elevating students’ numeracy and problem-solving competencies.

Innovation driven ecosystem for quality skill development in India

2018 ◽  
Vol 25 (8) ◽  
pp. 2997-3020 ◽  
Author(s):  
Shishir Shrotriya ◽  
Sanjay Dhir ◽  
Sushil
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Process Management ◽  
Skill Development ◽  
The Body ◽  
Social Implications ◽  
Grand Challenge ◽  
Total Quality ◽  
Content Type ◽  
Innovative Solutions

Purpose The purpose of this paper is to investigate and analyze the challenges of quality skill development in complex and large economies like India and develop innovative processes of improving employability. Design/methodology/approach The problem areas and gaps have been identified through literature survey and published reports by governmental agencies on employability and quality skill development in India. The research focuses on prevalent challenges for large-scale skill development and utilizes TRIZ (Russian acronym for “Theory of Inventive Problem Solving”) for finding innovative solutions to the grand challenge of employability. Findings The applied research methodology in the paper leads to a model for the “Innovation driven ecosystem for quality skill development” and also defines the role and responsibilities of each stakeholders in the ecosystem. Research limitations/implications Solutions derived through TRIZ are qualitative in nature. The actual implication of solution needs to be tested after implementation. Further, intangible costs incurred, and harmful and useful effects cannot be easily quantified. Practical implications The parameter mapping for the TRIZ matrix was undertaken in this paper and this methodology when applied to other problem statements renders an organized process for improving total quality and innovative process management. The inventive principles were applied to find solution to contradictions and arrive at an integrated ecosystem which binds all stakeholders efficiently, to generate higher employability. The innovative solutions derived through the process are applicable to policy makers, researchers and practitioners. Social implications The process of improving employability through quality skill development, benchmarked by the TRIZ methodology can have far reaching social implications. Originality/value The research extends the body of knowledge of TRIZ modeling concepts in areas other than engineering, and depicts a unique total quality methodology which can be easily applied for other problem-solving contexts. The contribution can serve as a reference technique/tool for improving reliability and quality through a methodical process of working out innovative solutions to solve operational problems.

Sixteen years of the Brooklands Thinking Skills Offender Programme

2017 ◽  
Vol 8 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Gareth Hickman ◽  
Su Thrift ◽  
Rani Dhaliwal ◽  
Chénelle Taylor
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Social Problem ◽  
Thinking Skills ◽  
Evidence Base ◽  
Social Problem Solving ◽  
Self Report ◽  
Problem Solving Skills ◽  
Treatment Pathway ◽  
Content Type

Purpose The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs.

scholarly journals A Study on the Relationship Between Seventh-Grade Students’ Self-Regulation Skills and Their Problem-Solving Achievements

2019 ◽  
Vol 5 (1) ◽  
pp. 71
Author(s):  
Bünyamin Aydın ◽  
Dilek Sezgin Memnun ◽  
Emre Dinç ◽  
Sevgi Arsuk ◽  
Hilal Meriç
Keyword(s):  
Problem Solving ◽  
Skill Development ◽  
Self Regulation ◽  
Positive Relationships ◽  
Seventh Grade ◽  
Problem Solving Skills ◽  
Low Level ◽  
The Relationship ◽  
Academic Year

This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students’ routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.

Developing problem-solving skills in mathematics: a lesson study

2017 ◽  
Vol 6 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Zoe Bradshaw ◽  
Amanda Hazell
Keyword(s):  
Problem Solving ◽  
Lesson Study ◽  
Academic Motivation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Content Type ◽  
Stage 4 ◽  
Problem Solve ◽  
The Uk

Purpose Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013). It has previously been a skill which is deemed underdeveloped within mathematics and therefore is a theme which teachers are seeking to improve and nurture in order to align with the new changes. The GCSE is the formal qualification that students take at the end of Key Stage 4 (KS4) in the UK. The paper aims to discuss these issues. Design/methodology/approach The focus of the enquiry was to explore, using lesson studies, the differences in students’ approaches to problem solving. Consequently, key themes relating to the mediation of gender, ability, and academic motivation surfaced. Considering these themes, the paper subsequently reflects upon pedagogical practices which might effectively develop students’ ability to problem solve. The study took part in a mixed gender comprehensive secondary school with students taking part in the observation lesson ranging in age from 11 to 12 years old. The authors are the teachers who took part in the lesson study. The teachers implemented observation techniques in the form of video and peer observation with the accompanying teacher. In addition, students provided feedback on how they approached the problem-solving tasks through a form of semi-structured interviews, conducted via the use of video diaries where no teachers were present to prevent power bias. Following this, a thematic analysis of both the observations and student video diaries generated conclusions regarding how said key themes shaped the students’ approaches to problem solving. Findings Students’ frustration and competitive need to find a specific answer inhibited their ability to thoroughly explore the problem posed thus overseeing vital aspects needed to solve the problem set. Many students expressed a passion for problem solving due to its freedom and un-rigid nature, which is something teachers should nurture. Originality/value Generally, teachers are led by a culture in which attainment is the key. However, an atmosphere should be developed where the answer is not the key and students can explore the vibrant diversity mathematics and problem solving can offer.

scholarly journals Understanding adults’ strong problem-solving skills based on PIAAC

2017 ◽  
Vol 29 (7/8) ◽  
pp. 537-553 ◽  
Author(s):  
Raija Hämäläinen ◽  
Bram De Wever ◽  
Kari Nissinen ◽  
Sebastiano Cincinnato
Keyword(s):  
Problem Solving ◽  
Everyday Life ◽  
Continuous Process ◽  
Vocational Education And Training ◽  
Problem Solving Skills ◽  
Content Type ◽  
Work Related ◽  
Problem Solvers ◽  
Insight Into ◽  
Good Problem

Purpose Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic, work-related and everyday life factors that are associated with a strong problem-solving performance. Design/methodology/approach The study builds on large-scale data of the Programme for the International Assessment of Adult Competencies (PIAAC) and gives insight into VET adults (N = 12,929) with strong problem-solving skills in 11 European countries. Findings This study introduces new knowledge with respect to the socio-demographic, work-related and everyday life background factors that contribute to successful VET adults’ problem-solving skills. The findings of the authors illustrate that a continuous process of development including non-formal and informal activity, as well as learning taking place at work, is associated with strong performance in problem-solving skills in TRE. Research limitations/implications An important implication of this study is that this paper introduces novel knowledge for VET adults’ competences and can be used to support the development of VET adults’ problem-solving skills in TREs. Originality/value The study was conducted to explore new understanding about good problem-solvers in TREs with a VET background. The originality of the study derives from its focus on good problem-solvers in TREs related to a VET background. The findings can be used to create novel ways to enhance the development of VET adults’ problem-solving skills in TREs.

Employers’ ratings of importance of skills and competencies college graduates need to get hired

2019 ◽  
Vol 61 (5) ◽  
pp. 622-634 ◽  
Author(s):  
Anthony M. Baird ◽  
Satyanarayana Parayitam
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Interpersonal Skills ◽  
Self Report ◽  
Educational Institutions ◽  
Speech Communication ◽  
Higher Educational Institutions ◽  
Problem Solving Skills ◽  
Content Type ◽  
Higher Educational

Purpose Higher education institutions play an important role in the economic growth of any country, through skills and productivity of their graduates. Employers have some expectations about the skills the graduates possess when they graduate out of universities. The purpose of this paper is to examine the skills employers look for in graduates before they hire them. Design/methodology/approach Using a structured survey instrument, this paper gathered data from 50 organizations employing over 50 people. The data consisted of 21 skills the employers rate as important. These skills were categorized into four dimensions: analytical skills, career professional and readiness skills, communications skills, and personality, leadership skills and team/group work. After checking the reliability of the scale, χ2 test and rank correlation were used to analyze the importance of these skills. Findings The findings from a study of employers in the northeastern part of USA suggest that the top six skills and competencies rated with highest importance by employers were: interpersonal skills/works well with others; critical thinking/problem-solving skills; listening skills; oral/speech communication skills; professionalism; and personal motivation. Of all 21 skills, the highly ranked skills needed were interpersonal skills followed by critical thinking and problem solving and listening. Research limitations/implications The present research is based on self-report measures and, hence, the limitations of social desirability bias and common method bias are inherent. However, adequate care is taken to minimize these limitations. The research has implications for the higher educational institutions and researches in the field of education. Practical implications In addition to the employers, this study contributes to higher educational institutions. The study suggests that employers look for interpersonal skills and problem-solving skills before making hiring decisions. Educational institutions need to focus on enhancing these skills in classrooms by emphasizing the teamwork. The implications for both academicians and practitioners are discussed in the paper. Social implications The findings from the study help in creating a fruitful social environment in organizations. Originality/value This study provides new insights about the changing pattern of skills students need to secure before seeking employment.

What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peggy M.L. Ng ◽  
Jason K. Y. Chan ◽  
Tai Ming Wut ◽  
Man Fung Lo ◽  
Irene Szeto
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Problem Solving ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Employability Skills ◽  
Self Management ◽  
Equation Modeling ◽  
Problem Solving Skills ◽  
Content Type

PurposeThe purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.Design/methodology/approachThis research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.FindingsBased on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.Originality/valueAs a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.

Dynamic scaffolding in a cloud-based problem representation system

2014 ◽  
Vol 31 (5) ◽  
pp. 346-356 ◽  
Author(s):  
Chwee Beng Lee ◽  
Keck Voon Ling ◽  
Peter Reimann ◽  
Yudho Ahmad Diponegoro ◽  
Chia Heng Koh ◽  
...  
Keyword(s):  
Complex System ◽  
Problem Solving ◽  
Teacher Learning ◽  
Systems Thinking ◽  
Problem Representation ◽  
Complex Nature ◽  
Representation System ◽  
Web Based ◽  
Problem Solving Skills ◽  
Content Type

Purpose – The purpose of this paper is to argue for the need to develop pre-service teachers’ problem solving ability, in particular, in the context of real-world complex problems. Design/methodology/approach – To argue for the need to develop pre-service teachers’ problem solving skills, the authors describe a web-based problem representation system that is embedded with levels of scaffolding to support the claim. Findings – The authors’ conceptualisation of this cloud-based environment is also very much aligned with the development of pre-service teachers’ systems thinking. Teacher learning itself is a complex system that involves many processes, mechanisms and interactions of elements, and the outcomes may be highly unpredictable (Opfer and Pedder, 2011). As a result of the complex nature of teacher learning, it would be meaningful to frame teacher learning as a complex system. An approach to enable pre-service teachers to be aware of this complexity is to situate them in a systems thinking context. Originality/value – This paper discusses a system which was developed for problem solving. The levels of adaptive scaffoldings embedded within the system is an innovation which is not found in other similar research projects.

Does Problem-Based Learning Improve Problem Solving Skills?—A Study among Business Undergraduates at Malaysian Premier Technical University

2016 ◽  
Vol 9 (5) ◽  
pp. 166 ◽  
Author(s):  
Z. Abdul Kadir ◽  
N. H. Abdullah ◽  
E. Anthony ◽  
B. Mohd Salleh ◽  
R. Kamarulzaman
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Control Group ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Technical University ◽  
Conventional Classroom ◽  
Management Students ◽  
Business Undergraduates ◽  
Experimental Group

<p class="apa">Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students’ soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students’ problem solving skills using a quasi-experimental non-equivalent group pretest–posttest design. Fifty management students from a premier Technical University in Malaysia were assigned to experimental and control groups. In the experimental group, students were given four problems to be solved and their solutions of the problems given were assessed in terms of their accuracy and quality. Students in the control group received conventional classroom instructional design. Results indicate that students in the experimental group have better problem solving skills (<em>z</em>: -4.220, <em>p</em>: 0.001 for accuracy and <em>z</em>: -2.594, <em>p</em>: 0.009 for quality) compared to those who were not exposed to the PBL approach. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities.</p>

The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

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