scholarly journals The Relationship between Problem-Solving Skills and Memory Development in Preschool Children

2020 ◽  
Vol 9 (3) ◽  
pp. 43
Author(s):  
Yasemin Aydoğan ◽  
Arzu Özyürek
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Educational Status ◽  
School Type ◽  
Parental Age ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Scale Scores ◽  
Study Participants ◽  
The Relationship

<p>The present study aimed to investigate the correlation between problem-solving and memory skills in preschool children. The study group included 122 4-6 years olf children attending pre-school education institutions. Random sampling method was used to determine the study participants. Data were collected with Problem-Solving Skills Scale (PSSS) and Memory Scale for Children (MSC). In data analysis, Pearson's correlation coefficient was used to determine the correlation between the scale scores. The t test and one-way analysis of variance (ANOVA) were used to determine the effect of gender of the children, parental age and educational status on problem solving and memory. The study findings demonstrated that there was a significant correlation between the PSSS and MSC subscale scores, and the problem-solving skills and memories of pre-school children were not affected by gender, school type, parental age and profession, and mother's educational status. There was a difference between memory scores of the children based on the father's educational status and no significant difference was determined in problem-solving skills.</p>

scholarly journals The Relationship between Reflective Thinking Tendencies and Social Problem Solving Abilities of Pre-Service Teachers

2017 ◽  
Vol 5 (11) ◽  
pp. 21 ◽  
Author(s):  
Sadık Yüksel Sivaci
Keyword(s):  
Problem Solving ◽  
Positive Relationship ◽  
Reflective Thinking ◽  
Educational Status ◽  
Social Problem Solving ◽  
Problem Solving Skills ◽  
Screening Model ◽  
The Relationship ◽  
Academic Year

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant relationship between reflective thinking and problem solving. From this aspect, this study has the quality of relational screening model. The sample of this study includes 438 pre-service teachers studying at Kırşehir Ahi Evran University in 2015-2016 academic year. As a data collecting tool, "Reflective Thinking Scale (RTS)" and "Problem Solving Inventory (PSI)" have been used. In the study, it was seen that pre-service teachers had a moderate and above positive relationship between the reflective thinking tendencies and the scores they got from the subscales of the problem solving skills and the general scores they got from the scales. It was determined that there is a significant positive relationship between reflective thinking and problem solving. In general, it is concluded that the pre-service teachers' abilities of reflective thinking and problem solving are high.

HEADTEACHERS' LEADERSHIP BEHAVIOR AND PROBLEM-SOLVING SKILLS: A COMPARATIVE STUDY

2008 ◽  
Vol 36 (4) ◽  
pp. 535-548 ◽  
Author(s):  
Hüseyin Izgar
Keyword(s):  
Problem Solving ◽  
Public Administration ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Problem Solving Skills ◽  
Tukey Test ◽  
Significant Difference ◽  
Behavior Scale ◽  
The Relationship ◽  
Type Of School

In this research, the relationship between headteachers' leadership behaviors and problem-solving skills was investigated. The sample comprised 268 headteachers, 53 female and 215 male. The research instruments used were the Leadership Behavior Scale of Turkish Public Administration (Ergun, 1981) and the Problem Solving Inventory (Heppner & Peterson, 1982). The data were analyzed using the independent t test, variance analysis, Tukey test and correlation test. The results revealed: 1) that there was no significant difference according to gender in the leadership behavior subscale, 2) that there was a significant difference between headteachers' leadership behavior and the type of school at which they were employed, and 3) that there was a significant relationship between headteachers' leadership behavior and problem-solving skills.

scholarly journals The Relationship between Foot Status and Motor Status in Preschool Children: A Simple, Comparative Observational Study

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 936
Author(s):  
Milan Kojić ◽  
Branka Protić Gava ◽  
Milan Bajin ◽  
Marko Vasiljević ◽  
Jasmina Bašić ◽  
...  
Keyword(s):  
Preschool Children ◽  
Observational Study ◽  
Total Sample ◽  
Nonparametric Tests ◽  
Significance Level ◽  
Flat Feet ◽  
Significant Difference ◽  
Left And Right ◽  
The Relationship

Background: The research objective of the study is to determine the differences in the manifestation of the motor status of normally fed preschool test subjects, classified into groups according to foot status. Methods: This is a simple, comparative observational study. Preschool children included in this study have been subjected to anthropometric measurements in order to determine BMI, tests for motor skills assessment (running at 20 m from a high start, standing broad jump, backwards polygon, rectangular seated forward bend, plate tapping, sit-ups for 60 s, and bent arm hang), and a determination of foot status. The total sample was comprised of 202 test subjects who attended a regular sports program, aged 3.9 to 6.5 years of decimal age (M = 141; Age = 5.3 ± 0.74; Height = 117.3 ± 7.1; Weight = 22 ± 3.7; F = 61; Age = 5.1 ± 0.73; Height = 114.9 ± 7.4; Weight = 21.2 ± 3.8), of which 153 (75.7%) were normally fed, 6 (3%) were undernourished, 30 were overweight (14.9%), and 13 were obese (6.4%). Results: In the total sample, 30 (14.9%) subjects had normal arch feet, 90 (44.6%) high arched feet, and 41 (20.3%) flat feet. We found 41 (20.3%) subjects who had different left and right foot statuses within this sample. The data were processed by means of nonparametric tests (the Kruskal–Wallis and Mann–Whitney U tests) at a significance level p ≤ 0.05. Conclusion: The results show that there is a statistically significant difference between groups of subjects with different foot statuses in the manifestation of motor status in most tests, with a significance level of p ≤ 0.01, and in tests of sit-ups for 60 s and the bent arm hang, there is a statistically significant difference, the level of which is p ≤ 0.05. It is only in the inclination test of rectangular seated forward bend that no statistically significant difference was displayed.

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.

scholarly journals The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

2021 ◽  
Vol 22 (4) ◽  
pp. 1-21
Author(s):  
Farhat Munir ◽  
Aizza Anwar ◽  
Daisy Mui Hung Kee
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Social Presence ◽  
Process Model ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Online Data ◽  
Problem Solving Skills ◽  
Cognitive Problem ◽  
The Relationship

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21)  was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

scholarly journals Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Emine Yavuz ◽  
Hakan Yavuz Atar
Keyword(s):  
Problem Solving ◽  
Hierarchical Linear Modeling ◽  
School Attendance ◽  
Hierarchical Linear Model ◽  
School Level ◽  
School Type ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Problem Solving Skills ◽  
Pisa 2012

Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools. Keywords: PISA; Problem solving; School effect; Two-level Hierarchical Linear Model (HLM) 

The Relationship Between Social Problem Solving Ability and Burnout Level

2017 ◽  
pp. 268-282
Author(s):  
Efe Ibrahim Efeoğlu ◽  
Sevgi Ozcan
Keyword(s):  
Problem Solving ◽  
Health Professionals ◽  
Social Problem ◽  
Short Form ◽  
Maslach Burnout Inventory ◽  
Social Problem Solving ◽  
Personal Accomplishment ◽  
Problem Solving Skills ◽  
Study Results ◽  
The Relationship

The aim of this study is to identify the relationship between social problem solving ability and burnout level of health professionals in a southeast city of Turkey. Material and Method: Data were collected using a self-reported questionnaire with the Short Form of Social Problem Solving Inventory and Maslach Burnout Inventory. A total number of 356 health professionals participated in the study. Results: Of all the participants; 44.1% were nurses, 27.0% were doctors and 28.9% consisted of other health professionals. Functional social problem solving dimensions were negatively correlated with emotional exhaustion and depersonalization and positively correlated with personal accomplishment. Conclusion: There is a negative correlation between social problem solving ability and burnout levels of health professionals. Evaluating social problem skills may allow to identify the ones who may be at risk for burnout; and improving their social problem solving skills may protect them from burnout.

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