scholarly journals An Investigation of the Democratic Values, Problem-Solving Skills, and Attitude Levels toward Violence of Secondary School Students

2021 ◽  
Vol 9 (3) ◽  
pp. 66
Author(s):  
Adnan Özbey
Keyword(s):  
Regression Analysis ◽  
Problem Solving ◽  
Correlation Analysis ◽  
Linear Regression Analysis ◽  
Negative Relationship ◽  
Democratic Values ◽  
School Students ◽  
Problem Solving Skills ◽  
Attitudes Toward Violence ◽  
Significant Difference

The main objective of this study is to examine the possible relationship between democratic values, problem-solving skills, and attitudes toward violence. In addition, it studies whether democratic values, problem solving skills and the tendency of attitudes toward violence differ according to different variables. Descriptive model was used in the research. The study group of the study consisted of a total of 326 students, 172 female and 154 male selected by appropriate sampling from three middle schools in Konya. It was used Basic Democratic Values Questionnaire, Problem Solving Inventory for Children, and the Adolescents' Attitudes Toward the Violence in the study. While the data were analyzing, t test, ANOVA test, Pearson Moment Product Correlation analysis and simple linear regression analysis were used. When the data obtained from the research were examined, there was a significant difference in the level of attitudes toward violence according to the gender variables. There was a significant difference in problem solving skills and attitudes toward violence according to grade variables. Pearson's correlation analysis revealed statistically significant and negative relationship between democratic values, problem-solving skills, and attitudes toward violence. As a result of simple regression analysis, democratic values have predictive role on problem solving skills; it is seen that problem-solving skills are important variables in the tendency towards violence.

scholarly journals Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa

2020 ◽  
Vol 8 (1) ◽  
pp. 337-352
Author(s):  
Ivan Ashif Ardhana
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Research Result ◽  
Guided Inquiry ◽  
Acid Base ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Process Oriented

[THE EFFECT OF PROCESS-ORIENTED GUIDED-INQUIRY LEARNING (POGIL) TOWARD STUDENTS’ PROBLEM SOLVING SKILLS]. The aim of this research is to investigate the different impacts of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as a learning approach at senior high school students’ problem solving ability grade XI program IPA on acid-base topic. The research design used was quasi experimental. Hypothesis testing uses a t-test with 5% significance utilizing SPSS 21 program for windows. Results show that (1) there is a significant difference in students’ problem solving ability that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern than students that are taught by verification approach. According to the research result, POGIL could be well promoted learning model to developing problem solving skill on acid-base topics. This result does imply to the next similar research that appropriate exploration of problem solving ability on another contextual chemistry topic such as rate of reaction, chemical equilibrium, and colligative properties. Exploration about metacognition involvement on POGIL also the other implication of this research result that can be deeply analyzed.

scholarly journals Problem-Solving Skills of High School Students Exercising Regularly in Sport Teams

2015 ◽  
Vol 67 (1) ◽  
pp. 42-52
Author(s):  
Fatih Senduran ◽  
Tayfun Amman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Student Athletes ◽  
School Students ◽  
Problem Solving Skills ◽  
Two Samples ◽  
Significant Difference ◽  
Sport Teams ◽  
Sport Activities

Abstract In this article, the effect of regular sport activities on the problem-solving approaches performed by high school students when they encountered said problem was analyzed. Six hundred male high school students participated in the study (Mage=15.45 years, age range: 14-17 years). The Problem-Solving Inventory (PSI) was used to evaluate students’ problem-solving solutions. Student-athletes were selected from the students who took charge in school teams, exercised for 6 days a week, provided that this exercise did not exceed 1 h 30 min, and who also participated in competitions. Mann-Whitney U test, which is nonparametrictest, was used to examine two samples (athlete, & non-athlete) and Kruskal-Wallis one-way analysis was used to make intergroup (branches of sport) examinations. According to the findings that were obtained, a significant difference was found among selfconfident approach values of athlete and non-athlete students (U=45.0, p=0.008). A significant difference was observed among assessor approach values of athlete and non-athlete students (U=46.2, p=0.033). The students who did sports regularly were more self-confident than those who did not do sports regularly and were of the same age when they encountered a problem, and student-athletes evaluated the phase of solving the problem and results that they obtained more carefully than those who did not do sport regularly and were of the same age. Student-athletes believed that they would solve the problem that they encountered. Further, student athletes preferred using a systematic method while solving a problem and making a decision more often than those who were not athletes and were of the same age.

The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey

2019 ◽  
Vol 32 (1) ◽  
pp. 73-95 ◽  
Author(s):  
T. Fikret Karahan ◽  
B. Murat Yalcin ◽  
Melda M. Erbas ◽  
Seda Ergun
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Problem Solving ◽  
Linear Regression Analysis ◽  
Binary Logistic Regression Analysis ◽  
Humor Styles ◽  
Problem Solving Skills ◽  
Trainee Teachers ◽  
Humor Style ◽  
Aggressive Humor

AbstractWe investigated the relation between humor styles used by 1456 volunteer trainee teachers and their emotional intelligence and problem-solving skills. The participants completed the Humor Styles Questionnaire (HQS), Revised Schutte Emotional Intelligence Test (R-SSEIT) and Problem-Solving Inventory (PSI). The highest-scoring HQS subscale for each participant was taken as the index HQS subscale and the two adaptive HQS subscale (affiliative and self-enhancing) scores and two maladaptive HQS subscale (aggressive and self-defeating) scores were added together in order to calculate each participant’s preferred total adaptive and maladaptive reflective humor style scores. Based on this score, every participant was identified as a maladaptive or adaptive reflective humor user. Women had better PSI and R-SSEIT scores compared to men (p<0.001). The highest index HQS subscales were aggressive humor (234, 36.6%) for men and affiliative humor (334, 40.9%) for women participants. Five hundred fifty women (67.4%) and 264 men (32.4%) were identified as adaptive humor dominant (x2=49.757, p<0.001). Adaptive humor styles (affiliative r=0.293, and self-enhancing r=0.263) were positively correlated with EI, while there was a negative relation between maladaptive humor styles (aggressive r=−0.294, and self-defeating r=−0.273) and EI. Affiliative humor and self-enhancing humor were positively correlated with problem-solving skills whereas aggressive humor and self-defeating humor were negatively correlated with problem-solving skills. The adaptive humor styles (affiliative r=−0.429, and self-enhancing r=−0.365) were negatively correlated with PSI, and positively correlated with maladaptive humor styles (aggressive r=0.426, and self-defeating r=0.323). At linear regression analysis, it was confirmed that humor styles were in correlation with EI and PSI. At binary logistic regression analysis, female gender (OR=1.9), and possessing higher levels of problem-solving skills (OR=1.058) and EI (OR=1.011) were identified as independent factors for using adaptive dominant humor styles.

scholarly journals INDUCTIVE-DEDUCTIVE LEARNING APPROACH TO DEVELOP STUDENTS’ MATHEMATICAL PROBLEM SOLVING SKILLS AND SELF EFFICACY

2018 ◽  
Vol 1 (2) ◽  
pp. 76
Author(s):  
Teguh Imam Agus Hidayat ◽  
Jozua Sabandar ◽  
Mumun Syaban
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference

This study was a pretest-posttest designed control group experiment, aimed at reviewing the role of inductive-deductive approach on Islamic Junior High School students’ skills in mathematical problem solving and self efficacy. This research involved 56 grade eight students, a set of problem solving ability tests and a set of self efficacy scale. The result found that in the extent of mathematical problem solving skills and self efficacy, students who received problem solving-based learning achieved better quality than students who received conventional learning, either overall or based on the early mathematical ability (EMA). The interaction between learning and EMA in achieving and increasing problem solving skill showed no significant difference. Other than that, we found robust association between mathematical problem solving skills and self efficacy.

scholarly journals Problem-based learning approach enhances the problem solving skills in Chemistry of high school students

2019 ◽  
Vol 9 (3) ◽  
pp. 282 ◽  
Author(s):  
Joseph Valdez ◽  
Melfei Bungihan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Problem Based Learning ◽  
The Philippines ◽  
Public High School ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Before And After

The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.

scholarly journals Does perceived self-regulation affect target commitment?

2020 ◽  
Vol 17 (4) ◽  
pp. 1047-1053
Author(s):  
Serhat Turan ◽  
Zülbiye Kaçay
Keyword(s):  
Regression Analysis ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
General Information ◽  
Goal Commitment ◽  
School Students ◽  
School Sports ◽  
Significant Difference ◽  
Main Effect ◽  
Manova Analysis

The aim of this study was to investigate the effect of perceived self-regulation levels on target commitment of secondary school students participating and no-participating in inter-school sports competitions. “General Information Form”, “Perceived Self-Regulation Scale (PSRS) and “Goal Commitment Scale (GCS)” were used to collect the data. The sample group consisted of 313 (male = 130, female = 183) students studying at secondary level. Pearson Moment Correlation test, Manova analysis and simple linear regression analysis were used for data analysis. As a result of the analysis, the main effect of the variables of gender and participating in inter-school sports competitions was not determined to be statistically significant for PSRS and GCS. As a result of the regression analysis, it was determined that perceived self-regulation predicted the target commitment positively and statistically significant. Also, it was determined that there was a positive and significant difference between PSRS and GCS. In this study, it was determined that participating in inter-school sports competitions did not significantly affect perceived self-regulation and target commitment levels. It is recommended that the study should be applied to students who do regular sports and students who do not do regular sports.

Analysis of variations in and correlations between selected physical parameters of common beech (Fagus silvatica L.) nuts

2017 ◽  
Vol 1 (21) ◽  
pp. 49-63
Author(s):  
Zdzisław Kaliniewicz ◽  
Piotr Markowski ◽  
Andrzej Anders ◽  
Paweł Tylek ◽  
Zbigniew Krzysiak ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Correlation Analysis ◽  
Cross Sections ◽  
Linear Regression Analysis ◽  
Physical Parameters ◽  
Common Beech ◽  
Mesh Screen ◽  
Before And After ◽  
Fagus Silvatica ◽  
Highly Correlated

The basic dimensions and the mass of common beech nuts and seeds from five nut batches, harvested from tree stands in northern Poland, were determined. Environmental conditions had a greater influence on seed plumpness than the age of tree stands. The results of measurements were analyzed statistically by analysis of variance, correlation analysis and linear regression analysis. Despite differences in their plumpness, nuts were characterized by nearly identical cross-sections which resembled an equilateral triangle. The thickness of nuts and seeds was highly correlated with their mass, and this information can facilitate seed husking and separation into mass categories. Before and after husking, seeds should be separated with the use of a mesh screen with longitudinal openings. Medium-sized (most numerous) seeds were separated into the following plumpness categories using a screen separator with ≠6 mm and ≠7 mm openings: 84% of moderately plump seeds, 3% of seeds with reduced plumpness, and 13% of plump seeds.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

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