Mathematical proficiency is essential to supporting students' success in learning mathematics. It is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. Cognitive independence shows students' ability to process information. Meanwhile, motivation…

This study aims to examine the effect of Problem Based Learning learning strategies, cognitive styles, and their interaction on students' problem-solving ability in social studies subjects. The type of this research is a quasi-experiment with nonequivalent control group design. The number of samples used was 120 students consisting of 60 students…

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students' failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors' components such as the…

Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of…

This study was designed to investigate the effects of the presence or absence of metacognitive skill tools available in hyperspace environments on field independent and field dependent learners. Learners were engaged in problem solving in an information-rich hyperspace based on a lesson on the attack on Pearl Harbor. Forty undergraduates were…

Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)

Compares performances of students on gas-law problems that require two distinct approaches, either the algorithmic technique or the conceptual gestalt. Indicates that student effectiveness is considerably different utilizing each approach and that training or experience with the algorithm process should not be expected to facilitate the…