CFP last date
22 April 2024
Call for Paper
May Edition
IJCA solicits high quality original research papers for the upcoming May edition of the journal. The last date of research paper submission is 22 April 2024

Submit your paper
Know more
The week's pick
Responsive image
Enhancing Privacy Preservation: Multi-Attribute Protection with P-Sensitive K-Anonymity

Twinkle Patel Kiran Amin
Random Articles
Reseach Article

Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies

by Thaier Hamid, Francis Morrissey, Abdul Razak
journal cover thumbnail

International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Volume 177 - Number 45
Year of Publication: 2020
Authors: Thaier Hamid, Francis Morrissey, Abdul Razak
10.5120/ijca2020919974

Thaier Hamid, Francis Morrissey, Abdul Razak . Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies. International Journal of Computer Applications. 177, 45 ( Mar 2020), 47-53. DOI=10.5120/ijca2020919974

@article{ 10.5120/ijca2020919974,
author = { Thaier Hamid, Francis Morrissey, Abdul Razak },
title = { Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies },
journal = { International Journal of Computer Applications },
issue_date = { Mar 2020 },
volume = { 177 },
number = { 45 },
month = { Mar },
year = { 2020 },
issn = { 0975-8887 },
pages = { 47-53 },
numpages = {9},
url = { https://ijcaonline.org/archives/volume177/number45/31213-2020919974/ },
doi = { 10.5120/ijca2020919974 },
publisher = {Foundation of Computer Science (FCS), NY, USA},
address = {New York, USA}
}
%0 Journal Article
%1 2024-02-07T00:48:45.567260+05:30
%A Thaier Hamid
%A Francis Morrissey
%A Abdul Razak
%T Action Research to Improve Students’ Problem-Solving Skills using Social Cognitive Theory and Problem based Learning Strategies
%J International Journal of Computer Applications
%@ 0975-8887
%V 177
%N 45
%P 47-53
%D 2020
%I Foundation of Computer Science (FCS), NY, USA
Abstract

The main aim of this action research is to improve the student’s technical problem-solving skill to fix and manage different technical problems in higher education Institutes. One of the main reasons for the deterioration of higher education institutions in providing the labour market with qualified professional cadres is keeping academic curricula in the classical frameworks and not develop the curricula to coincide with the technical progress. Solving technical problems has become an urgent need of the majority of the commercial companies, due to the expanded use of computer technologies and networks, for example, a single technical problem that disrupted the work for an hour may cost the businesses hundreds of millions of pounds. The implementation of this action research done in two different stages, the first and second stage to implement during the study and the third stage will perform in the future. The first stage strategy to achieve the Social Cognitive Theory (SCT), The second stage to implement the Problem Based Learning (PBL) using Guided practice strategies. Simple questioners were given to the learners, before and after the formative or summative assignments or the class problems solving activities. The results of questionnaires were analyzed in detail to determine the actual impact of different strategies applied to enhance problem-solving skills. In this research, we have been able to reach satisfactory results to improve the level of students in technical problem-solving skills this required significant efforts and times using PBL, Guided practice tutorials to help the learners mastering the problem-solving techniques. Because of the time limitation of this action research, the third stage of using PBL with application strategy to reduce the amount of the efforts and times will be implemented in future research.

References
  1. Aggarwal, J.C., 2009. Principles, methods & techniques of teaching. Vikas Publishing House.
  2. Bandura, A., 2001. Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), pp.1-26.
  3. Burke, H. and Mancuso, L., 2012. Social cognitive theory, metacognition, and simulation learning in n Bandura, A., 2001. Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), pp.1-26. Nursing education. Journal of Nursing Education, 51(10), pp.543-548.
  4. Colliver, J.A., 2000. Effectiveness of problem-based learning curricula: research and theory. Academic medicine, 75(3), pp.259-266.
  5. Dodell-Feder, D., Ressler, K.J. and Germine, L.T., 2019. Social cognition or social class and culture? On the interpretation of differences in social cognitive performance. Psychological medicine, pp.1-13.
  6. Dolmans, D.H., Snellen-Blending, H. and van der Vleuten, C.P., 1997. Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19(3), pp.185-189.
  7. Ellis, M., 2019, February. Computer Science Problem Solving Course: Practical and Technical Thinking Skills for CS Majors. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 1267-1267). ACM.
  8. Fawcett, L.M. and Garton, A.F., 2005. The effect of peer collaboration on children's problem‐solving ability. British Journal of Educational Psychology, 75(2), pp.157-169.
  9. Hmelo-Silver, C.E., 2004. Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), pp.235-266.
  10. Huang, T.C., Huang, Y.M. and Yu, F.Y., 2011. Cooperative weblog learning in higher education: Its facilitating effects on social interaction, time lag, and cognitive load. Journal of educational technology & society, 14(1), pp.95-106.
  11. Huffman, D., 1997. Effect of explicit problem-solving instruction on high school students' problem‐solving performance and conceptual understanding of physics. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(6), pp.551-570.
  12. Jacobs, A.E., Dolmans, D.H., Wolfhagen, I.H. and Scherpbier, A.J., 2003. Validation of a short questionnaire to assess the degree of complexity and structuredness of PBL problems. Medical education, 37(11), pp.1001-100
  13. Kim, S., Phillips, W.R., Pinsky, L., Brock, D., Phillips, K. and Keary, J., 2006. A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical education, 40(9), pp.867-876.
  14. Kim, Y.J., 2019. Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education. Evidence-Based Complementary and Alternative Medicine, 2019.
  15. Mingus, T. and Grassl, R., 1997. Using technology to enhance problem-solving and critical thinking skills. Mathematics and Computer Education, 31(3), pp.293-300.
  16. Norman, G.R. and Schmidt, H.G., 2000. Effectiveness of problem‐based learning curricula: Theory, practice and paper darts. Medical education, 34(9), pp.721-728.
  17. Rath, M., 2019. Information Security Problem and Solution Approaches in Social Applications. In Cyber-Physical Systems for Social Applications (pp. 207-220). IGI Glob
  18. Schmidt, H.G., Rotgans, J.I. and Yew, E.H., 2011. The process of problem‐based learning: what works and why. Medical education, 45(8), pp.792-806.
  19. Schmidt, H.G., Van der Molen, H.T., Te Winkel, W.W. and Wijnen, W.H., 2009. Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), pp.227-249.
  20. Sockalingam, N., Rotgans, J. and Schmidt, H., 2012. Assessing the Quality of Problems in Problem-Based Learning. International Journal of Teaching and Learning in Higher Education, 24(1), pp.43-5
  21. Sockalingam, N., Rotgans, J. and Schmidt, H.G., 2011. Student and tutor perceptions on attributes of effective problems in problem-based learning. Higher Education, 62(1), pp.1-16.
  22. Wu, F. and Chen, Z., 2019, March. The Actuarial and Simulation of Learning Strategies under Japan’s University Education. In 2018 8th International Conference on Education and Management (ICEM 2018). Atlantis Press.
  23. Yuliati, L. and Ni’mah, B.Q.A., 2019, February. The influence of PBL-STEM on students’ problem-solving skills in the topic of optical instruments. In Journal of Physics: Conference Series (Vol. 1171, No. 1, p. 012013). IOP Publishing.
  24. Zander, L., Brouwer, J., Jansen, E., Crayen, C. and Hannover, B., 2018. Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks. Learning and Individual Differences, 62, pp.98-107.
  25. Zarei, E., Shokrpour, N., Nasiri, E. and Kafipour, R., 2012. Self-Esteem and Academic Success as Influenced by Reading Strategies. English Language Teaching, 5(2), pp.17-26.
Index Terms

Computer Science
Information Sciences

Keywords

Social Cognitive Theory Problem Based Learning learning strategies.

Powered by PhDFocusTM