Enhancing Complex Problem-Solving Skills of Adolescents by Applying Information Processing Theory and Self-Regulation Learning
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Abstract
This research aimed to develop and investigate the effects of a computer program for enhancing complex problem-solving skills of adolescents by applying information processing theory and self-regulation learning. The sample consisted of 60 adolescents 13 – 17 years of age. Thirty adolescents were randomly assigned into the experimental group and the other 30 into the control group. Data of complex problem-solving skills were collected, using COMPRO. The analysis of data employed pair–sample t-test, ANOVA, MANOVA and MANCOVA. The research results revealed that: 1) the computer program developed consisted of 3 phases: Phase 1 dealt with planning, setting goals and strategies. Phase 2 dealt with examining efficiency, assessing strategies and improve strategies. Phase 3 dealt with application of knowledge. The computer program was suitable for enhancing complex problem-solving skills in adolescence (S-CVI=.90); and 2) the complex problem-solving scores of the experimental group, after training, were higher than those of the control group, with statistical significance at the .05 level (FWilk’Lamda=6.26, p=.00).
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