scholarly journals The effectiveness of a training program to develop problem-solving skills among students in special education department, King Khalid University - Kingdom of Saudi Arabia

2017 ◽  
Vol 10 (5) ◽  
pp. 3-20
Author(s):  
Hawmzah Alaamreh ◽  
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Problem Solving ◽  
Training Program ◽  
Education Department ◽  
Kingdom Of Saudi Arabia ◽  
Problem Solving Skills

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Fahad Ayed Al Radaddi , Amal Mahmoud Ali ,   Iman Mohamed Ma
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Secondary School ◽  
Training Program ◽  
Learning Strategies ◽  
Positive Impact ◽  
Teaching Skills ◽  
Kingdom Of Saudi Arabia ◽  
Before And After ◽  
Planning Implementation

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service.   ، ، ، 

Self-generated representations as heuristic tools for solving word problem

2019 ◽  
pp. 173-192
Author(s):  
Nina Sturm
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Training Program ◽  
Word Problems ◽  
Learning Outcome ◽  
External Representations ◽  
School Students ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
The Impact

Solving non-routine word problems is a challenge for many primary school students. A training program was therefore developed to help third-grade students to find solutions to word problems by constructing external representations (e.g., sketches, tables) and to specifically use them. The objective was to find out whether the program positively influences students’ problemsolving success and problem-solving skills. The findings revealed significant differences between trained and untrained classes. Therefore, it can be assumed that self-generated representations are heuristic tools that help students solve word problems. This paper presents the results on the impact of the training program on the learning outcome of students.

Application of a Group Training Program in Social Skills and Problem Solving to Learning Disabled and Non-Learning Disabled Youth

1982 ◽  
Vol 5 (4) ◽  
pp. 398-408 ◽  
Author(s):  
J. Stephen Hazel ◽  
Jean Bragg Schumaker ◽  
James A. Sherman ◽  
Jan Sheldon
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Negative Feedback ◽  
Juvenile Court ◽  
Skill Training ◽  
Peer Pressure ◽  
Learning Disabled ◽  
Skill Learning ◽  
Problem Solving Skills ◽  
Baseline Design

The efficacy of training learning disabled adolescents in social and problem-solving skills was evaluated by conducting a group skill-training program with three sets of youths: learning disabled adolescents attending an alternative high school, non-learning disabled youths attending the same school, and court-adjudicated youths on probation with a juvenile court. The six skills taught as part of the program included: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, negotiation, and problem solving in social situations. Training procedures consisted of skill explanation, rationales, modeling, and behavioral rehearsal with feedback. Skills were trained in a multiple-baseline design across skills. Youth performance of the skills was assessed through behavioral role-play testing using novel, nonpracticed situations. All three groups of subjects showed increased skill levels following training. On the cognitive problem-solving skill, learning disabled adolescents demonstrated only a slight gain when compared to non-learning disabled and court-adjudicated youths.

Early Development and Pilot Testing of a Problem-Solving Skills-Training Program for Children

2003 ◽  
Vol 13 (4) ◽  
pp. 432-450 ◽  
Author(s):  
James K. Nash ◽  
Mark W. Fraser ◽  
Maeda J. Galinsky ◽  
Lawrence L. Kupper
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Early Development ◽  
Skills Training ◽  
Problem Solving Skills ◽  
Pilot Testing

Applying Task-Based Learning to translator education

2015 ◽  
Vol 10 (1) ◽  
pp. 58-86 ◽  
Author(s):  
Izumi Inoue ◽  
Christopher N. Candlin
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Interpersonal Skills ◽  
Pilot Training ◽  
Problem Solving Skills ◽  
Postgraduate Students ◽  
Key Characteristics ◽  
Learner Perceptions ◽  
Translator Education ◽  
Australian Universities

This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.

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