An Analysis of the Relationship between Problem Solving Skills and Scientific Attitudes of Secondary School Students

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

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The Effectiveness of A Proposed Unit Based on Future Problem- Solving Skills in Developing Decision- Making Skills among Government Secondary School Students in Riyadh: فاعلية وحدة مُقترحة قائمة على مهارات حل المشكلات المستقبليَّة في تَنْمية مهارات اتخاذ القرارات لدى طالِبات المرحلة الثَّانوية الحكومية بمدينة الرياض

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.l090321 ◽

2021 ◽

Vol 5 (34) ◽

pp. 68-50

Author(s):

Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma

Keyword(s):

Decision Making ◽

Problem Solving ◽

Secondary School ◽

Vocational Education ◽

Work Environment ◽

Secondary School Students ◽

School Students ◽

Problem Solving Skills ◽

Future Problem ◽

Experimental Group

The aim of the research is to determine the effectiveness of a proposed unit based on future problem- solving skills in developing the decision- making skills of government secondary school students in Riyadh. Using the descriptive and experimental approach, the tool was to test decision- making skills. Teacher manual; For the Occupational Problems Unit in the Work Environment. They were applied to a multi- stage randomized manner of 63 female students of the third year of secondary school, which was divided into: a control group that the occupational problems unit is taught in the work environment in the traditional way, and an experimental group that is taught using the occupational problems unit in the work environment based on problem- solving skills Future. The research found the effectiveness of the occupational problems unit in the work environment based on future problem- solving skills in developing decision- making skills as a whole. Where the experimental got a total mean (28.77 of 32) in contrast to the control obtaining a total mean (13.05 of 32) and the difference in favor of the experimental group, and the presence of statistically significant differences at a significance level (0.05) between the mean scores of the two groups, the experimental and the control in The post- test in decision- making skills as a whole in the vocational education course and the ETA square factor to measure the size of the effect was (0.97), and confirms that the size of the effect is (large), and the adjusted gain rate for Blake is (1.32), and reflects the great effectiveness of the proposed unit: the researcher recommends directing the curriculum officials in the Ministry of Education to take care of the development of future problem solving skills through the curriculum for their effectiveness in helping students to make decisions and benefiting from the flexibility of the vocational education curriculum in achieving future goals that help students identify their paths Professional.

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Academic Achievement of Secondary School Students In Relation To Their Problem Solving Ability and Examination Anxiety

International Journal of Indian Psychology ◽

10.25215/0304.170 ◽

2016 ◽

Vol 3 (4) ◽

Author(s):

Ms. Preeti Bala ◽

Ms. Kausar Quraish Shaafiu

Keyword(s):

Academic Achievement ◽

Problem Solving ◽

Secondary School ◽

Secondary School Students ◽

Survey Method ◽

School Students ◽

Significant Difference ◽

The Difference ◽

Descriptive Survey ◽

The Relationship

With special reference to Maldives the secondary school student’s academic achievement is studied in the present study in relation to their problem solving ability and examination anxiety. In the present study descriptive survey method was used to obtain pertinent and precise information. The objectives of the study were to explore the relationship between academic achievement and examination anxiety and the relationship between academic achievement and problem solving ability. Study also evaluated the difference of female and male student’s academic achievement, problem solving ability and examination anxiety. The sample of the study consists of 200 secondary school students of Maldives. 100 males and 100 females were randomly selected to participate in the study. Two standardized questionnaire and previous years mark sheet of the participants collected as data for the research. Examination Anxiety scale and Problem Solving Ability scale were administered on 10 different secondary schools of Maldives. The study concluded that there exists no significant difference between male and female students in academic achievement, problem solving ability and examination anxiety. The study also revealed that there exists a positive correlation between academic achievement and problem solving ability and also showed that there exists a negative correlation between examination anxiety and academic achievement.

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Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

Advancements in Agricultural Development ◽

10.37433/aad.v1i1.21 ◽

2020 ◽

Vol 1 (1) ◽

pp. 38-47

Author(s):

Aaron McKim ◽

Robert McKendree

Keyword(s):

Problem Solving ◽

Secondary School ◽

Systems Thinking ◽

Secondary School Students ◽

School Students ◽

Problem Solving Skills ◽

Student Responses ◽

School Based ◽

Significant Relationships ◽

Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

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