Metacognitive Knowledge Predicts Success in Problem Solving Transfer

Problem solving skills play a vital role in solving real life problems. This study was conducted to determine the influence of metacognitive and motivational aspects of problem solving skills to the students’ success in problem solving transfer. Furthermore, it determined what aspect of the problem solving skills predicts success in problem solving transfer. The descriptive correlation method was used to determine the relationship of the metacognitive and motivational aspects of the problem solving skills and the students’ success in problem solving transfer. The respondents of the study are the fourth-year high school students of Davao Central College, Philippines. There are three instruments used in the study: 1) The Metacognitive Awareness Inventory which measures their awareness in metacognitive skills such as knowledge and regulation, the 32-item Academic Intrinsic Motivation (AIM) Inventory which measures motivational aspect of the problem solving skills and lastly, the non-routinized test which measures the success in problem solving transfer. The data gathered were summarized, translated, and analyzed using the mean scores for both aspects of the problem solving skills and problem solving transfer. At 0.05 level of significance, the Pearson product moment r was used to test the significant correlation between the aspects of the problem solving skills and the success of problem solving transfer. Findings show that only the metacognitive knowledge predicts success in problem solving transfer and this is the only problem solving skills is significantly correlated to the success in problem solving transfer.Keywords—Mathematics Education, metacognitive knowledge, predicts success, problem solving, descriptive- correlation design, Davao City, Philippines

Download Full-text

Adversity Quotient and Problem-solving Skills in Advanced Algebra

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v17i1.282 ◽

2014 ◽

Vol 17 (1) ◽

Cited By ~ 1

Author(s):

Joey C. Oliveros

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Cognitive Processes ◽

Correlation Method ◽

School Students ◽

Problem Solving Skills ◽

Response Profile ◽

International Assessment ◽

Correlation Design

Problem-solving is a 21st century necessity, but the disconcerting results in the recent international assessment of problem-solving skills reveal an obvious failure to put this into action in classrooms. The purpose of the study was to ascertain the adversity quotient and its relationship to the problem-solving skills of 76 fourth-year high school students. Specifically, the study intended to determine the students’ adversity profile in terms of the dimensions of adversity quotient and level of problem-solving skills in terms of the cognitive processes and to ascertain which adversity quotient dimension would best predict the problem-solving skills. The researcher employed a descriptive-correlation method, utilized a questionnaire adapted from Stoltz’s Adversity Response Profile and a constructed problem-solving test in Advanced Algebra, and used mean, Pearson r, and multiple regression in the analysis of data. The findings revealed that the adversity quotient profile of the students is moderate and the problem-solving skill of the students is satisfactory.The level of adversity quotient and problem-solving skills of the respondents were found to be significantly related, and reach is the most efficient predictor of one’s problem-solving skills.Keywords – Mathematics Education, adversity quotient, problem-solving skills, advanced algebra, descriptive-correlation design, Davao City, Philippines

Download Full-text

Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

Jurnal Ilmiah Mandala Education ◽

10.36312/jime.v6i2.1396 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Rizal Kamsurya ◽

Veni Saputri

Keyword(s):

High School Students ◽

Problem Solving ◽

Self Efficacy ◽

Analysis Data ◽

Cluster Sampling ◽

Learning Models ◽

School Students ◽

Problem Solving Skills ◽

Research Population ◽

Quasi Experimental

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

Download Full-text

Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

10.20944/preprints201906.0111.v1 ◽

2019 ◽

Author(s):

Pawan Tyagi ◽

Christine Newman

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Chemical Engineering ◽

Technical Writing ◽

School Science ◽

High School Science ◽

School Students ◽

Problem Solving Skills ◽

High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

Download Full-text

Developing an Instrument of Performance Assessment to Measure Problem-Solving Skills of Senior High School Students in Physics Inquiry-Based Learning

Scientiae Educatia ◽

10.24235/sc.educatia.v9i1.5654 ◽

2020 ◽

Vol 9 (1) ◽

pp. 1

Author(s):

Alda Novita Sari ◽

Undang Rosidin ◽

Abdurrahman Abdurrahman

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Performance Assessment ◽

Senior High School ◽

School Students ◽

Problem Solving Skills ◽

Inquiry Based Learning ◽

Measure Problem ◽

Senior High School Students

Download Full-text

Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i1.74 ◽

2021 ◽

Vol 2 (1) ◽

pp. 42-53

Author(s):

Dyah Ayu Setyarini ◽

Zainal Arifin Imam Supardi ◽

Elok Sudibyo

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Learning Model ◽

Senior High School ◽

Average Score ◽

School Students ◽

Problem Solving Skills ◽

Post Test ◽

Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

Download Full-text

Developing High-School Students´ Competences through Math Research Workshops – the M&L Project

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.110 ◽

2019 ◽

pp. 587-592

Author(s):

Ariana-Stanca Vacaretu

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Mathematics Students ◽

School Students ◽

Problem Solving Skills ◽

Research Workshop ◽

Different Types ◽

Math Concepts ◽

The Way

Mathematics is or it should be about problem solving and math thinking. However, what mathematics students learn in schools is more about procedures for solving different types of math exercises and problems. In many cases, students learn by heart algorithms and words (math concepts) and use them for solving different math tasks. School math is very far from what mathematicians do and, in many cases, doesn’t motivate students for learning math. This paper presents the way we organized the assessment of the students’ skills developed through math research workshops and some of the assessment results. Even though we didn’t assess all the competences the students develop through the math research workshop, the findings show that the students certainly develop their problem-solving skills.

Download Full-text