Search

Engineering education emphasizes experiential learning and laboratory experience, an approach which has faced significant challenges during the COVID-19 pandemic. The inability to conduct hands-on laboratory experiments in engineering courses can significantly impede the student's learning experience, as well as their acquisition and retention of knowledge. Hence, it is imperative that practical hands-on laboratory experiments be incorporated as a critical component of distance learning tools. While researchers have proposed multiple methods, the provision of practical hands-on laboratory experience without limitations of time or place remains a challenging issue. This study aimed to address this issue by developing an Intelligent Learning Management System (ILMS), the ILMS-d, to construct a hands-on distance laboratory for engineering courses. We investigated the effect of implementing the ILMS-d in IoT courses on students' learning achievement and engineering problem-solving skills, and we assessed their acceptance of the proposed system. We found a significant positive effect on the learning achievement and engineering problem-solving skills of high, medium, and low achievers. In addition, students at all achievement levels responded positively to the usefulness and ease of use of the ILMS-d. Future research should incorporate different AI functions into the ILMS-d to construct more adaptive hands-on distance laboratories for students. [ABSTRACT FROM AUTHOR]

Motivation: This research investigates the transformative impact of integrating AI into mathematics education, aiming to enhance students' conceptual understanding and self‐efficacy. It addresses the crucial need for innovative teaching methods in response to contemporary challenges in education and aims to fill gaps in understanding the potential drawbacks and benefits of AI implementation. Objectives: The primary goal of this study is to investigate the effects of AI tools, such as GeoGebra and ChatGPT, on students' conceptual understanding and self‐efficacy in a mathematics classroom setting, with a focus on collaborative learning, teacher‐led discussions, and problem‐solving. Methods: Employing a mixed‐methods approach, the research involves pre‐ and post‐implementation surveys, supplemented by qualitative data from interviews, focus groups, and classroom observations. The study emphasises the utilisation of AI in collaborative learning environments and explores the challenges and opportunities associated with its integration. Results and Conclusions: The study reveals a noteworthy enhancement in students' conceptual understanding and self‐efficacy belief when AI tools are incorporated into mathematics education. However, it highlights concerns such as technological challenges, potential teacher replacement fears, biases in AI systems, and difficulties related to pacing and social interaction. To optimise the use of AI, the paper suggests strategies like adaptive learning platforms, real‐world simulations, intelligent tutoring systems, and data‐driven instruction, positioning AI as a complement rather than a substitute for traditional teaching methods. The study recommends addressing challenges through additional support resources and transparent communication, emphasising the need for a thoughtful integration of AI in education. Lay Description: What is currently known about the subject matter?: AI is increasingly being integrated into educational settings.AI offers potential for personalised learning experiences.Concerns exist regarding AI replacing human educators and ethical issues such as data privacy and bias.Effectiveness of AI in improving student performance varies depending on the implementation and context. What this paper adds?: Provides empirical evidence on how GeoGebra and ChatGPT enhance students' conceptual understanding and confidence in mathematics.Identifies specific challenges and concerns from students and teachers regarding AI use.Demonstrates how integrating GeoGebra and ChatGPT boosts student engagement and motivation, leading to improved understanding of mathematical concepts.Offers insights into student engagement levels and interaction patterns with AI tools. Implications of the findings for practitioners: Emphasise the need for careful selection and validation of AI to ensure they meet educational objectives.Address ethical concerns and ensure data privacy when implementing AI in education.Encourage ongoing evaluation and refinement of practices related to the use of AI, ensuring that they meet ethical standards and address data privacy concerns.Advocate for the establishment of acceptable criteria and conventions for AI use in education, improving their effectiveness and usability based on student and educator feedback. [ABSTRACT FROM AUTHOR]

ABSTRACT Aims Design Methods Results Conclusions Impact Reporting Method Patient or Public Contribution To explore the mediating roles of family resources (at the individual [parental self‐efficacy], family [family resilience] and social level [social support]) and parental problem‐solving skills in the association between family functioning and family adaptation in families of children with cancer.A cross‐sectional study.This study recruited 318 parents of children with cancer from three tertiary hospitals in mainland China. Self‐report questionnaires were used to collect data on key variables, including family functioning, parental self‐efficacy, family resilience, social support, parental problem‐solving skills and family adaptation. Data analyses were carried out using descriptive analysis, univariate analysis, Pearson correlation analysis, hierarchical linear regression and bootstrapping.Family functioning was significantly and positively correlated with family adaptation. Family resources (parental self‐efficacy at the individual level, family resilience at the family level or social support at the social level) and parental problem‐solving skills both independently mediated the relationship between family functioning and family adaptation. Additionally, family resources at all three levels mediated the relationship through their effects on cumulatively parental problem‐solving skills, constructing a chain mediating model.The study underscores the significance of family functioning, family resources at the individual, family and social levels and parental problem‐solving skills in promoting adaptation in families of children with cancer. It highlights the need for family‐centred interventions targeted at these factors to improve family adaptation.This study extended related theories and previous studies to confirm the mediating role of family resources and parental problem‐solving skills, both independently and sequentially. Moreover, parental problem‐solving skills were confirmed as key elements that can be incorporated into future interventions, suggesting that problem‐solving skills training may serve as a highly promising program for families of children with cancer.This study was reported according to the STROBE checklist.No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

In the study reported on here we aimed to investigate the mediating effect of pre-school teacher candidates’ cognitive flexibility between creative thinking tendencies and problem-solving skills. The relational model was used to examine the direct and mediation relationship between the variables. The sample consisted of 516 pre-school teacher candidates, 445 of whom were female and 71 male, studying at 16 universities in Türkiye. Three Likert-type scales were used in the research: the Marmara creative thinking tendencies scale, the problem-solving inventory and the cognitive flexibility scale. To analyse data, the Pearson moment correlation coefficient and Hayes process macro for the Statistical Package for the Social Sciences (SPSS) were used through the SPSS-22 program to examine the relationship between the variables and to conduct the mediation analysis. The results show a moderate relationships between the creative thinking tendencies, problem-solving skills, and cognitive flexibility of pre-school teacher candidates. Cognitive flexibility also played a mediating role between creative thinking tendencies and problem-solving skills. According to these results, creative thinking tendencies and cognitive flexibility variables together explain 35% of the change in problem-solving skills. Based on the results, some suggestions are made. [ABSTRACT FROM AUTHOR]

Traditional instructional approaches often fail to engage students and solidify conceptual understanding. This study proposes the VIMATE (Visualization Impact on Mathematical Transformations Assessment in Education) framework and introduces a novel empirical approach for evaluating the role of visualization tools in enhancing student comprehension of geometric transformations. In order to conduct this analysis, an original dataset was obtained from 300 high school students. The VIMATE framework involves several components of the research and is complemented by a literature review and meta-analysis of selected mathematical software platforms, such as MATLAB, Mathematica and GeoGebra, and quasi-experimental student assessments, as well as, questionnaires capturing the teachers' and learners' opinions. The overall aim of this approach is to fill major gaps in the prior research by offering an integrated methodology to objectively evaluate these visualization instruments on student achievement, reasoning abilities, and problem-solving strategies. The research makes four pivotal contributions by presenting the VIMATE framework as the methodological approach for assessing the use of educational technology in teaching practice. [ABSTRACT FROM AUTHOR]

This research aims to develop an electronic student worksheet based on respiratory problem to improve problem-solving skills on the respiratory system concept. This research and development (R&D) using 4D model proposed by Thiagarajan consist of define, design, develop, and disseminate. E-worksheets were validated by three experts, i.e. the material experts, media experts, and biology teacher as a practitioner. The result of the research showed that the eworksheet developed had an average validity percentage of 81.85% with a very good category. While the e-worksheet readability was 96.67% (very good). Furthermore, either the teacher or students shows that the field trial test of the e-worksheet had good criteria due to their responses of 94.58% and 88.39%, respectively. The research results shows that there is an increase on students' problem-solving skills based on the N-gain score of 0.47 and classified as medium category. Based on these results, it can be concluded that e-worksheet is very suitable for use in learning activities and can improve student's problem-solving skills. [ABSTRACT FROM AUTHOR]

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.

This research aims to develop an electronic student worksheet based on respiratory problem to improve problem-solving skills on the respiratory system concept. This research and development (R&D) using 4D model proposed by Thiagarajan consist of define, design, develop, and disseminate. E-worksheets were validated by three experts, i.e. the material experts, media experts, and biology teacher as a practitioner. The result of the research showed that the e-worksheet developed had an average validity percentage of 81.85% with a very good category. While the e-worksheet readability was 96.67% (very good). Furthermore, either the teacher or students shows that the field trial test of the e-worksheet had good criteria due to their responses of 94.58% and 88.39%, respectively. The research results shows that there is an increase on students’ problem-solving skills based on the N-gain score of 0.47 and classified as medium category. Based on these results, it can be concluded that e-worksheet is very suitable for use in learning activities and can improve student’s problem-solving skills.

This research aims to analyze students' problem-solving skills from the perspective of their cultural background. This research used a qualitative approach with a phenomenological method. Data were collected through interviews and verification of cultural background from identity cards, and analyzed following Moustaka's method. The research findings revealed that students had three main ways of approaching problem-solving. Firstly, university students chose solutions influenced by the cultural practices they embrace. Secondly, university students selected solutions with assistance from close acquaintances while adhering to societal norms. Lastly, university students emphasized the importance of resolving issues thoroughly.

Students in statistics, data science, analytics, and related fields study the theory and methodology of data-related topics. Some, but not all, are exposed to experiential learning courses that cover essential parts of the life cycle of practical problem-solving. Experiential learning enables students to convert real-world issues into solvable technical questions and effectively communicate their findings to clients. We describe several experiential learning course designs in statistics, data science, and analytics curricula. We present findings from interviews with faculty from the U.S., Europe, and the Middle East and surveys of former students. We observe that courses featuring live projects and coaching by experienced faculty have a high career impact, as reported by former participants. However, such courses are labor-intensive for both instructors and students. We give estimates of the required effort to deliver courses with live projects and the perceived benefits and tradeoffs of such courses. Overall, we conclude that courses offering live-project experiences, despite being more time-consuming than traditional courses, offer significant benefits for students regarding career impact and skill development, making them worthwhile investments. Supplementary materials for this article are available online.

Critical thinking skills are broadly defined as the ability to analyse, evaluate, and construct logical arguments. It can therefore be affirmed that critical thinking is crucial for developing students’ autonomy, creativity, and problemsolving skills. Integrating critical thinking into the curriculum encourages students to form personal viewpoints, engage in indepth discussions, and tackle problems from various perspectives. Effective integration methods include the use of open-ended questions, promoting argumentative skills, and supporting multidimensional learning. Despite challenges such as training adequately competent teachers or the compatibility of traditional teaching methods, the potential opportunities to enhance the quality of education through the integration of critical thinking into the curriculum are highly significant. Critical thinking not only helps students achieve their best potential in learning but also prepares them to face the complexities of modern life.

This research assessed the relationship between Grade 10 students' reading comprehension and problem-solving skills of Grade 10 students at D.T. Durano Memorial Integrated School in Danao City Division for the school year 2022-2023 as the basis for an action plan. The data gathered were treated using frequency count, percentage, and Pearson's r. Using a descriptive-correlational research design, 166 high school students at D.T. Durano Memorial Integrated School were surveyed using a questionnaire to collect data for the study. The correlation between reading comprehension and problem-solving skills was statistically significant. The null hypothesis was therefore refuted, and the research hypothesis was confirmed. This suggests that students with higher reading comprehension are more adept at solving problems. In addition, most respondents demonstrated acceptable reading comprehension and problemsolving skills. Most parents are high school graduates, and most respondents combined monthly family income is below PHP 10,000. This study's findings have significant implications for educators and policymakers in developing and implementing reading comprehension and problem-solving instruction. In addition, this research contributes to the literature regarding the relationship between reading comprehension and problem-solving skills. [ABSTRACT FROM AUTHOR]

The rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012-2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir's solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the relationships between social influences related to digital transformation adoption and cognitive competency in forming problem-solving skills. A deduction approach associated with the positivist philosophy was employed in order to build up the research model to explain the process of shaping problem-solving skills. By sending questionnaires randomly via Google Forms, a cross-sectional study with 337 respondents aged 17 years and older, including men and women with an education level of high school or higher, was conducted in southern Vietnam. Prior to assessing the measurement and structural models, the reliability and validity of measurement scales were examined by Cronbach's alpha using SPSS software. The SmartPLS software then was utilized to analyze the measurement and structural models and test the hypotheses using partial least squares structural equation modelling. According to research findings, social influences associated with the implementation of digital transformation had a direct positive impact on workers' cognitive competency as well as their problem-solving skills. In addition, the research model also demonstrated the effects of cognitive processes when receiving social impacts through direct and indirect mechanisms on problem-solving skills, in which low thinking ability was the foundation for high thinking and creative abilities. Based on these findings, the research opened a novel approach to problem-solving skills through the mechanism of the impacts of stimuli on organisms and organisms on responses that were a premise for managers to provide and orient information to improve employees' cognitive abilities and problem-solving skills. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to evaluate the impact of a Citizenship Education Program on seventh-grade female students' aggression levels and problem-solving skills in Gachsaran. Methods and Materials: This randomized controlled trial involved 30 seventh-grade female students randomly assigned to either an intervention group or a control group, each consisting of 15 participants. The intervention group participated in a Citizenship Education Program consisting of ten 75-minute sessions over ten weeks, while the control group received no intervention. Data were collected using the Buss- Perry Aggression Questionnaire (BPAQ) and the Social Problem-Solving Inventory-Revised (SPSI-R) at three time points: pre-intervention, post-intervention, and five-month follow-up. Data analysis included analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests, conducted using SPSS version 27. Findings: The results indicated a significant reduction in aggression and a significant improvement in problem-solving skills in the intervention group compared to the control group. Descriptive statistics showed that the intervention group's mean aggression score decreased from 45.67 (SD = 5.21) to 32.45 (SD = 4.78) post-intervention, and further to 30.12 (SD = 4.45) at follow-up. Problem-solving skills increased from a mean score of 50.89 (SD = 6.12) to 68.23 (SD = 5.67) post-intervention, and further to 70.45 (SD = 5.78) at follow-up. ANOVA results confirmed significant effects for time, group, and time x group interaction (p < .001). Bonferroni post-hoc tests indicated significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for both variables. Conclusion: The Citizenship Education Program significantly reduced aggression and improved problem-solving skills among seventh-grade female students, with sustained effects observed at a five-month follow-up. These findings suggest that integrating citizenship education into the curriculum can effectively enhance students' social-emotional competencies and responsible behavior. [ABSTRACT FROM AUTHOR]

The modifications were in response to changing constraints, including time, money, space, student background, and my knowledge and comfort. The lab went from emphasizing experiments with the attendant troubleshooting and data analysis skills to a lab focused more on giving prehealth professional students the motivation to learn physiology problem-solving skills by providing real cases. In the lab, students watched and listened to a random student try to use these problem-solving skills to solve the problem. This made them appreciate how much others also struggle in solving the problem. Some students with imposter syndrome think their classmates immediately know how to solve a problem, and therefore, seeing others also struggle has the potential to reduce imposter syndrome. Rather than having the students do experiments, they did kinesthetic activities with mechanical models to generate data without biological variation. They then graphed their data, thus improving their ability to actually read graphs rather than memorize patterns. NEW & NOTEWORTHY: I learned to explicitly recognize the current and projected constraints of instructor comfort, money, space, student background (poor graph reading and problem-solving skills), student safety, and time and energy on the possible goals and methods to attain them for an undergraduate physiology lab. I cannot decide if changing constraints allowed me to reexamine my goals or whether it forced me to reexamine my goals. In either case, the reexamination of my goals (and their priorities), within the context of the constraints, allowed me to redesign the labs to better meet my new goals within this new context. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The acquisition of programming skills is often complex and poses challenges that impede students' progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students' communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. The FPBL model based on the Moodle LMS markedly improved students' communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels. [ABSTRACT FROM AUTHOR]

This systematic literature review explores strategies to enhance problem-solving skills among pre-service teachers in higher education. Problem-solving is a critical competency for effective teaching, yet pre-service teachers often need more skills to address the complexities of classroom situations. This review aims to identify effective interventions, pedagogical approaches, and technological tools used to foster problem-solving abilities in pre-service teacher education programs by synthesising empirical research. The review also examines the impact of these strategies on pre-service teachers' skill development and readiness for classroom practice. Findings from the review highlight promising practices, gaps in the literature, and future research directions in this area. Ultimately, this review provides valuable insights to inform the design of evidence-based interventions and curriculum enhancements to better prepare pre-service teachers for the challenges they will face in their teaching careers. [ABSTRACT FROM AUTHOR]

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

Empowerment of problem-solving skills is one of the many goals 21st-century education intends to achieve. This research employs content analysis on several articles published in journals between January 2017 and December 2022, primarily focusing on problem-solving skills in physics teaching. This study aims to identify annual trends in research on problem-solving skills in physics teaching, identify the most frequently researched physics materials related to these skills, and identify the most frequently used grade students as research subjects for these skills. This study uses content analysis guidelines as a research instrument. In this study's content analysis, there are four main aspects reviewed. These aspects include (1) the number of publications per year, (2) the type of research, (3) the research subjects, and (4) the material selected for research. The results of this study indicate that in 2020 there will be a higher increase compared to previous years. The most widely used research subjects. The topic most often used as research material was the topic of physics in general. Quantitative research and research and development (R&D) were the most commonly used types of research. The study's findings have led to the proposal of several recommendations for future research that prioritizes problem-solving skills. Some of these recommendations include increasing the diversity of types of research and reviewing the data analysis techniques used.

In the 21st century, ICT-based teaching has evolved into problem-solving (PS). Therefore, scholars from Science, Technology, Engineering, and Mathematics (STEM) have identified the factors that facilitate such a process in their classes. Therefore, empirical evidence on English language teaching is warranted to uncover what factors shape teachers' professional competence to have such language classes. Thus, putting one step forward, this explanatory study explored the antecedents shaping language teachers' 21st-century digital competence from a bi-level approach. As a result, 863 Iranian EFL teachers who taught English in various areas responded to instruments measuring their ICT-individual characteristics, schools' ICT characteristics, and 21st-century digital competence. The partial least square structural modeling (PLS-SEM) showed that the teachers' connectivity and computer for instruction (CI) in school improved their competence to analyze, browse, and evaluate language learners' problems with it. Regarding their individual aspects, instructors' technological pedagogical content knowledge (TPACK), information access (IA), and perception of the benefits of ICTs were the main antecedents, leading them to become creative problem-solvers. Having examined the findings, the researcher offers teachers to enhance their approaches beyond teaching language skills with ICT to problem-solving. Curriculum experts should also invest more money and equip their schools with ICTs gadgets, increasing instructors' connectivity and creativity. [ABSTRACT FROM AUTHOR]

Parental scaffolding in socio-cultural contexts was found to promote the development of children's problemsolving skills. However, there's been a lack of systematic reviews exploring how parental scaffolding influences problem-solving skills among children during their early years. The current article seeks to examine the existing research on the influence of parental scaffolding on problem-solving skills in early childhood. Following the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method, a systematic review of the Scopus and Google Scholar databases identified five relevant studies. A comprehensive analysis of these articles resulted in the identification of two primary themes-verbal instructions and contingent scaffolding. The reviewed studies revealed that early childhood problem-solving skills are much improved when parents use verbal explanations. It seems that employing verbal instructions offers a multimodal approach that is effective for young children, facilitating a better grasp and applying problem-solving techniques. Understanding the influence of parental scaffolding on early childhood problem-solving skills has implications for parenting education programs, early childhood interventions, and the design of family-oriented interventions aimed at optimizing cognitive development during this critical developmental stage. [ABSTRACT FROM AUTHOR]

Student engagement has emerged as a crucial factor in higher education, playing a vital role in shaping the overall quality of learning outcomes. It refers to the active involvement and participation of students in specific activities that research has consistently linked to improved academic achievements. The pervasiveness of the term 'student engagement' has significantly shaped the higher education landscape, reinforcing its importance in fostering effective learning environments. In the realm of higher education, educators are continuously exploring diverse pedagogical approaches to enhance student engagement through active learning. This study focuses on the problem-solving learning model and its implementation to foster a deeper understanding of student engagement, including their positive behaviour, participation in activities, and cognitive capabilities. In this study, a quasi-experimental design was employed, incorporating pre-test, post-test, and non-equivalent control group elements. This specific design was chosen due to the constraints of randomly assigning students to groups. Instead, intact classes were randomly selected and assigned to either the control or experimental groups. The sample study was 476 higher secondary-level chemistry students collected from different higher secondary schools. A multi-stage sampling technique was used to select schools from the target population. Initially, schools were selected using a purposive sampling technique, focusing on those with fully equipped chemistry laboratories and qualified chemistry teachers. Additionally, consideration was given to including both female and male students in co-educational chemistry classes, as gender was considered a relevant variable for the study. This study adopts a quasi-experimental design, utilizing an achievement and retention test in chemistry as its primary instrument. The validity of this instrument was ensured through face validation by three expert evaluators. To eliminate the errors of non-equivalence arising from the non-randomization of the research subjects, the analysis of covariance (ANOVA) was used in analysing the data and to remove the error of initial differences in ability levels among the research subjects. The findings of the study demonstrated that students in the experimental group experienced a notable increase in problem-solving success compared to their counterparts in the control group, a difference that became evident right from the first intervention. This study establishes a positive correlation between student engagement and their learning outcomes, indicating that higher engagement leads to better academic performance. Additionally, it observes that the correlation between boys' and girls' problem-solving skills and their learning outcomes is comparatively weaker, suggesting potential variations in how problem-solving abilities impact academic achievement among genders. It also reveals that there is a positive influence on student engagement and problem-solving skills in students' academic achievement. Despite the challenges encountered, the results demonstrated the vital role of the problem-solving learning model, when coupled with student engagement, in fostering students' critical thinking skills concerning reaction rate material. These instructional practices were observed to foster higher levels of student engagement, ultimately resulting in enhanced academic achievement among students. [ABSTRACT FROM AUTHOR]

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students' mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study's findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms. [ABSTRACT FROM AUTHOR]

This research paper aims to provide an in-depth analysis of the current state of education and learning practices, exploring various methodologies and technologies that promote effective learning outcomes. The report synthesizes and critiques existing literature on education, pedagogy, and cognitive science, highlighting the role of technology and innovative approaches in shaping the future of education. It also addresses challenges educators and learners face, proposes potential solutions, and identifies areas for future research and development. Through this comprehensive review, the paper seeks to contribute to advancing education and learning practices. [ABSTRACT FROM AUTHOR]

This study investigates problem-solving skills and gender differences among Pakistani university students. A survey assessed students' self-reported problem-solving abilities across ten areas. Results (University of Jhang sample) indicate students perceive strengths in critical thinking, problem identification, and plan development. However, areas for improvement include considering multiple approaches and handling complex challenges. While both genders perceive high problem-solving skills, males were rated slightly higher. These findings offer insights into gender-specific problem-solving tendencies and inform interventions to enhance these skills. The research highlights the importance of curriculum development that emphasizes critical thinking and problem-solving strategies. Additionally, interventions promoting self-reflection and complex problemsolving approaches can contribute to student growth. Future research should explore factors influencing problem-solving skills and validate self-reported measures with objective assessments. [ABSTRACT FROM AUTHOR]

Virtual-reality 3D modeling helps primary school students to develop creative thinking and problem-solving skills. Through hands-on practice, students can understand abstract concepts more intuitively, and can realize the combination of theory and practice. However, in conventional virtual 3D modeling teaching, students often lack immersive modeling experience, and the modeling method may not be in line with the cognitive way of thinking of primary school students, which, in turn, causes high cognitive load. Immersive virtual reality (IVR) environments provide students with more immersive and intuitive interactions, which can help promote students' cognitive, emotional, and social development. Therefore, this study combined IVR with 3D virtual modeling to form an immersive virtual-reality-based 3D modeling approach (IVR-based 3D modeling) and designed a quasi-experiment to compare it with the conventional virtual reality 3D modeling approach (CVR-based 3D modeling) to explore its effectiveness. The results of the study show that the IVR-based 3D modeling approach significantly enhanced elementary school students' creative thinking, including its sub-dimensions (e.g., challenge, imagination, and curiosity), when compared to the CVR-based 3D modeling approach. The same conclusion was reached for problem-solving skills. IVR-based 3D modeling also reduced students' cognitive load during the learning process, especially in terms of mental effort. The results of the interviews complement the experimental results, and the learners' perceptions of the new approach explain the experimental results to some extent. [ABSTRACT FROM AUTHOR]

This study examined the effect of comprehension strategy instruction on third-grade English Learners' word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the steps of the strategy to solve word problems. Sixty-six students demonstrating math learning difficulties (MLD) participated in the intervention for 30 min twice a week for 10 weeks (20 total sessions). Trained tutors delivered scripted lessons and checked students' understanding by asking them questions orally and providing feedback on their answers. Students in the control group (n = 73) received only general instruction. Results of multilevel regression indicated a significant effect favoring the treatment, suggesting that the approach may facilitate the development of problem-solving skills among students with MLD. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the impact of a relationship enhancement program on 4 outcome measures: (1) communication skills; (2) conflict resolution/conflict management, and problem-solving skills; (3) healthy relationship and marriage skills; and (4) progress towards greater economic stability. Methods. Refugee and immigrant youth (N = 341) were randomly assigned to either an intervention group or a comparison group. Intervention participants received a 16-hour relationship enhancement (RE) program developed for refugee populations. In addition to the RE program, intervention participants also received case management. Participants in the comparison group only received case management. All participants, intervention and control, completed self-report questionnaires prior to the beginning of the program. Intervention youth participated in the RE program. All participants completed a posttest questionnaire at the end of the program, and again 6 months after the end of the program. Results. Intervention participants made statistically significant improvements from pretest to 6-month follow-up (p < .05) compared to control participants for 3 of the 4 outcome variables. Conclusion. These results indicate the positive impact of an RE program on refugee and immigrant youth. Future researchers should consider including specific health programming as part of the intervention and also examine health behavior and other direct health outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate how the ChopMelon Net online learning platform can contribute to the effectiveness of sustainable education by incorporating real social issues. The core innovation of ChopMelon Net is that it provides a learning environment that connects learners directly to real-world challenges and aims to enhance learners' understanding of sustainable development theory. The study employed the technology acceptance model (TAM), theory of planned behavior (TPB), and knowledge–Behavior gap theory (KBGT) to design the questionnaires and semi-structured interviews in order to comprehensively assess the impact of ChopMelon Net on learners' skill enhancement. The results showed that learners not only showed significant improvement in critical thinking and problem-solving skills after using ChopMelon Net, but also expressed a high level of satisfaction with the educational content and interactive experience provided by the platform. In addition, the study found that ChopMelon Net effectively promoted learners' awareness of the importance of sustainable education and behavioral change through its innovative educational model, which provides important empirical support for future sustainable education practices and the design of online education platforms. This study highlights the importance and effectiveness of incorporating real social issues into the teaching and learning process, with far-reaching implications for sustainable innovation in education. [ABSTRACT FROM AUTHOR]

The problem-solving skills of Indonesian students are still relatively low, especially in complex subjects like Newton's law in Physics. Therefore, a learning Media is needed to improve these skills, such as the Tournament-based Truth or Dare Online Card (New Todame) to enhance problem-solving abilities, specifically on Newton's law. This study aims to: (1) gather information about media needs from teachers and students, (2) develop New Todame media, (3) assess the feasibility of the media, (4) gather feedback on user satisfaction, and (5) examine the improvement in problem-solving skills after using the New Todame media. This research is development research (R&D) using the ADDIE design, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data collection was done through interviews, preliminary study questionnaires, validation sheets, feasibility questionnaires, and pretest & posttest sheets. The results indicate that New Todame is feasible for use, and there is an improvement in problem-solving skills on Newton's law after using the New Todame media, with an N-Gain score of 0.455, categorized as moderate.

Problem-solving is one aspect of high-level thinking skills that is important for students to have. Problem-solving is closely related to mathematical modeling, this is because mathematical modeling is usually considered the art of applying mathematics to real-world problems. This research is a qualitative descriptive study and the subjects of this study were 32 students of class VII C junior high school number 1 at Pagar Alam. This study aims to determine students' mathematical problem-solving abilities for the one variable linear equation topic with a mathematical modeling approach using ICT-based learning media. Data collection techniques used in this study were written tests and interviews. Based on the results of the study, it was found that learning mathematical modeling using Google Sites media was able to make a significant contribution to the problem-solving abilities of senior high school number 1 at Pagar Alam students. The results of the achievement of problem-solving abilities of VII C students with an average of 53.90% are categorized as sufficient. Students are more interested in using mathematical modeling learning using Google Sites.

The purpose of this study was to compare the effects of training in problem-solving skills and self-efficacy strategies on the academic motivation of male 10th graders. The research method was quasi-experimental design comprising a pretest, posttest, control group, and a two-month follow-up period design. The statistical sample comprised male pupils in the tenth grade at Ahvaz during the academic year 2021-22. A purposive sampling method was employed to select a sample of 55 tenth graders who exhibited low levels of self-efficacy and academic motivation. These students were then randomly allocated into three groups (including two intervention groups and a control group). The experimental groups were subsequently instructed separately in problem-solving skills for self-regulation strategies training (7 sessions) and problem-solving skills training (9 sessions) separately. The control group exhibited a reluctance to participate in the interventions. The questionnaires used in this study included the academic motivation questionnaire (AMQ) and self-efficacy questionnaire (GSE). The study data were subjected to analysis using mixed ANOVA in conjunction with SPSS-23 statistical software. The results indicated that self-regulation strategies training and problem-solving skills training had an effect on students' self-efficacy (F=29.34; Eta=0.53, P

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

Non-digital games are tools that can help children build and improve problem-solving skills. Children need to solve problems using analogies from one situation to another, following the correct steps. To improve these skills, teachers play a role in guiding children so that these skills can be enhanced along with their age and developmental stage. However, the application of problem-solving skills in learning activities has become a challenge for teachers to implement because there are no specific reference sources that can be used as a guide. This is also supported by the findings of a needs analysis where there is a need to develop a problem-solving framework that focuses on problem-solving steps using non-digital games. The problem-solving framework has been developed and needs to be evaluated for its usability in the usability evaluation phase using the Fuzzy Delphi Method. It aims to measure the usability and suitability of the non-digital game-based problem-solving framework that has been developed in the design and development phase. 25 preschool teachers were selected as experts to provide feedback through a questionnaire. The findings show that all experts in this phase agree that all main components, elements in the main components, and the priority flow for each element of the problem-solving framework have achieved an appropriate status and show a high consensus on the usability of the problem-solving framework that has been developed. Therefore, the problem-solving framework can be used by preschool teachers as a specific guide in implementing problem-solving activities using non-digital game.