The Effect of Basic Instruction on Problem Solving Skills over an Extended Period of Time

1992 ◽  
Vol 8 (3) ◽  
pp. 311-325 ◽  
Author(s):  
W. Michael Reed ◽  
David B. Palumbo
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Computer Anxiety ◽  
Extended Period ◽  
Problem Solving Skills ◽  
Repeated Measures Design ◽  
Language Competency ◽  
Basic Instruction ◽  
Set Up

In this study twelve undergraduate students were exposed to sixteen weeks of BASIC instruction. A repeated measures design was set up to measure changes in problem solving and computer anxiety at the 0-week, 4-week, 9-week, and 16-week intervals. Language competency measures were also collected and related to problem solving. Results include a significant increase in problem-solving skills from pretreatment to posttreatment, with the greatest increase occurring during the 4-week to 16-week interval. Related to this finding was a significant decrease in computer anxiety from pretreatment to posttreatment, with the greatest decrease occurring during the 0-week to 4-week interval. Based on these two findings, we have inferred that student programmers need first to accommodate system-related anxiety before they can adequately learn features of the BASIC programming language that affect problem solving. We also related problem-solving skills and language competency measures and found significant, positive correlations—that is, those who performed better when using the language, via a midterm test on BASIC, an instructional piece of software they developed, and final course grade, also scored higher on the problem-solving instruments. These findings strongly suggest a link between language competency and problem solving.

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.

Data Modeling

2011 ◽  
pp. 234-248
Author(s):  
Clare Atkins
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Data Structures ◽  
Information Needs ◽  
Data Modeling ◽  
Problem Solving Skills ◽  
Complex Process ◽  
Essential Components ◽  
Critical Skills ◽  
Tools And Techniques

Despite extensive changes in technology and methodology, anecdotal and empirical evidence (e.g., Davis et al., 1997) consistently suggests that communication and problem-solving skills are fundamental to the success of an IT professional. As two of the most valued skills in an IT graduate, they should be essential components of an effective education program, regardless of changes in student population or delivery mechanisms. While most educators would concur with this view, significantly more emphasis is generally placed on teaching the tools and techniques that students will require in their future careers, and a corresponding amount of energy is expended in attempting to identify what those tools and techniques might be. In contrast, successful problem solving is often seen either as an inherent capability that some students already possess or as a skill that some will magically acquire during the course of their studies. Data modeling as an activity, by which we mean the gathering and analysis of users’ information needs and their representation in an implementable design, is largely one of communication and problem solving and, consequently, provides an excellent opportunity for explicitly teaching these skills. Data modeling is generally considered to be one of the more difficult skills to teach (e.g., Hitchman, 1995; Pletch, 1989), particularly if the student has no previous understanding of physical data structures (de Carteret & Vidgen, 1995). The essential constructs, such as entities, attributes or objects, may be elegant in their powerful simplicity, but their combination into a useful design is a complex process of categorization in which there is “considerable room for choice and creativity in selecting the most useful classification” (Simsion, 1994 p.82). Data modeling requires not only the ability to communicate about and to solve a problem, but also to create possible solutions and then choose between them. Herein lies the difficulty. It is not enough to learn what the different constructs are, or even to study simple textbook examples of how to put them together. The student must really understand the problem, be able to create and recognize a number of possible ways in which the problem can be solved, and then exercise considerable critical skills in choosing between them. This chapter examines these issues and describes various ways in which final-year undergraduate students, taking a specialist module in data modeling, have been encouraged to develop, and have confidence in, their creative and critical ability to solve problems in a disciplined and systematic way.

scholarly journals Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PLoS ONE ◽  
2015 ◽  
Vol 10 (4) ◽  
pp. e0122222 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Siti Nor Yaacob ◽  
Zanariah Ismail
Keyword(s):  
Problem Solving ◽  
Suicidal Ideation ◽  
Undergraduate Students ◽  
Problem Solving Skills

scholarly journals Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

2016 ◽  
Vol 23 (10) ◽  
pp. 1321-1331 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Per Carlbring ◽  
Richard Harvey ◽  
Siti Nor Yaacob ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Influencing Factor ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Approach Avoidance ◽  
The Relationship ◽  
Moderating Role

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach–avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

scholarly journals Teaching Pharmacy Undergraduate Students Inhaler Device Technique and Exploring Factors Affecting Maintenance of Technique

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Mariam Toumas-Shehata ◽  
Mark Henricks ◽  
Ludmila Ovchinikova ◽  
Lorraine Smith ◽  
Sinthia Bosnic-Anticevich
Keyword(s):  
Undergraduate Students ◽  
Repeated Measures ◽  
Pharmacy Students ◽  
Inhaler Technique ◽  
Inhaler Device ◽  
Factors Affecting ◽  
Repeated Measures Design ◽  
Correct Technique ◽  
Repeated Training ◽  
Over Time

Aim. To determine the effect of inhaler device technique education on the maintenance of the inhaler device technique of undergraduate pharmacy students over time and to determine the factors, if any, related to inhaler device technique maintenance in the academic setting. Methods. This study took the form of a prospective, unpaired samples repeated measures design. Participants had their inhaler technique assessed at baseline. Participants were then shown how to use an inhaler as a group. Participants then worked in pairs and took turns teaching and assessing each other on the correct inhaler technique using the 9-step checklist. Immediately following the delivery of the intervention, participants had their inhaler technique reassessed. All participants were then trained to mastery through individualised training. Twelve months following the collection of baseline data, all participants had their inhaler technique assessed and completed two questionnaires. Results. Following the delivery of the intervention, there was a significant increase in the proportion of participants with the correct inhaler technique when compared to baseline (11% to 61%, resp.). There was a significant reduction in the proportion of participants demonstrating the correct technique 12 months following training (28%). The strongest determinant of inhaler technique maintenance is experience with showing patients how to use their inhalers. Conclusion. Repeated training is essential to ensure that the technique is mastered and maintained, and consolidation of skills through exposure to train others may be most effective.

scholarly journals Hubungan Antara Berpikir Positif Dan Resiliensi Pada Mahasiswa Yang Sedang Menyelesaikan Skripsi

2021 ◽  
Vol 9 (1) ◽  
pp. 115
Author(s):  
Zidni Immawan Muslimin
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Reliability Coefficient ◽  
Discrimination Index ◽  
External Support ◽  
Positive Thinking ◽  
Problem Solving Skills ◽  
Resilience Scale ◽  
The Relationship ◽  
Effective Contribution

This study aims to determine the relationship between positive thinking and resilience among undergraduate students who are currently working on their thesis. The subjects of this study were 75 psychology students in UIN Sunan Kalijaga who are working on their thesis. The research variables were measured using positive thinking scale with aspects were taken from Albercht's theory, namely: positive expectations, self-affirmation, statements that do not assess, and conformity with reality. The Positive Thinking Scale consists of 48 items, with a discrimination index above 0.3 and reliability coefficient of 0.949. Meanwhile, the resiliance variable was measured by resilience scale developed using Grotberg theory (2003) with its aspects, namely: external support (I Have), Inner strengths (I Am), and interpersonal and problem-solving skills (I Can). The Resilience Scale consists of 51 items with discrimination index above 0.3 and reliability coefficient of 0.944. Hypothesis testing was carried out using Spearman Rho and the results showed correlation coefficient of 0.738 with p: 0.000 (p <0.01). These results proved there is a significant positive correlation between positive thinking and resilience. The effective contribution of positive thinking to students resilience was 60.7%.     Keywords: student thesis; positive thinking; resiliencePenelitian ini bertujuan untuk mengetahui hubungan antara berpikir positif dan resiliensi pada mahasiswa yang sedang menyelesaikan skripsi. Hipotesis yang diajukan adalah ada hubungan positif antara berpikir positif dan resiliensi. Adapun subjek penelitian ini berjumlah 75 mahasiswa Psikologi UIN Sunan Kalijaga yang sedang menyelesaikan skripsi. Variabel penelitian diukur dengan menggunakan skala berpikir positif yang aspek-aspeknya diambil dari teori Albercht, yaitu  : a. Harapan yang positif b. Afirmasi diri c. Pernyataan yang tidak menilai d. Pernyesuaian terhadap kenyataan. Skala Berpikir Positif terdiri dari 48 aitem, dengan koefisien daya diskriminasi di atas 0,3 dan koefisien reliabilitas  sebesar 0,949. Sedangkan untuk variable reliliensi diukur dengan skala resiliensi yang mengacu pada teori Grotberg (2003) dengan aspek-aspeknya yaitu : a. External support (I Have), b. Inner strengths (I Am), dan c. Interpersonal and problem-solving skills (I Can). Skala Resiliensi terdiri dari 51 aitem dengan koefisien daya diskriminasi di atas 0,3 dan koefisien reliabilitas  sebesar 0,944. Uji hipotesis dilakukan dengan menggunakan Spearman Rho dan hasilnya diperoleh koefisien korelasi sebesar  0,738 dengan p : 0,000 (p<0,01). Dengan hasil ini membuktikan bahwa hipotesis dinyatakan diterima. Hal ini berarti ada hubungan positif yang sangat signifikan antara berpikir positif dan resiliensi. Adapun  sumbangan efektif berpikir positif terhadap kemampuan resiliensi sebesar 60,7 %.     Kata kunci : berpikir positif, mengerjakan skripsi, resiliensi,

scholarly journals Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom?

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 189-200
Author(s):  
Maisuna Kundariati ◽  
Laila Maghfiroh ◽  
Sri Endah Indriwati ◽  
Fatchur Rohman ◽  
Bagus Priambodo ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Scientific Reasoning ◽  
Biology Education ◽  
P Value ◽  
Problem Solving Skills ◽  
Biology Students ◽  
Regression Test ◽  
Post Test ◽  
Scientific Reasoning Skills

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

Relationship-focused humor styles and relationship satisfaction in dating couples: A repeated-measures design

2014 ◽  
Vol 27 (2) ◽  
Author(s):  
Sara Caird ◽  
Rod A. Martin
Keyword(s):  
Relationship Satisfaction ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Humor Styles ◽  
Dating Relationships ◽  
Repeated Measures Design ◽  
Dating Couples ◽  
Over Time

AbstractThis investigation used a repeated-measures diary methodology to examine associations between humor styles used in the context of dating relationships and relationship satisfaction over time. Over a period of three weeks, undergraduate students (

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