Year: 2017
Type: dissertation
Abstract: This study explores the concept of problem solving based on game-like problems not requiring prior knowledge.The aims of this study was accomplished in two phases.First, a set of indicators of student performance generated by Zoanetti (2009) was calibrated using a psychometric model (Rasch, 1960).Following the assumption that all indicators measured the same construct, the data were jointly calibrated by fitting the unidimensional partial credit model (PCM) (Wright & Masters, 1982) of students' responses to 60 indicators using the ConQuest program (Wu, Adams, & Haldane, 2008) on a uniform proficiency scale (Wu & Adams, 2007).Fit indices (mean weighted fit: infit) were examined to investigate the degree of correspondence between the conceptual model and the measurement model predicted by the Rasch model.The infit of the final data set was 0.999 with a variance of 0.0003.The item fit statistics, infit MNSQ, ranged from .96 to 1.06 (0.7 to 1.3), indicating that the data fit the model's expectations very well.It confirmed that a single construct was being measured and provided evidence of construct validity (Wolfe & Smith, 2007b).Nonetheless, an observed item separation reliability of 0.992 and person separation reliability of 0.6 was considered as evidence of construct as well as criterion validity (Wright & Masters, 1982).This validated that the tasks could be used for estimating the ability parameters of those students who completed the task.The conceptual framework (Callingham, 2004;Griffin, 2014) was examined by using a variable map that showed the clustering of different indicators along the unidimensional scale.Clusters of indicators were further explored and interpreted as skill level.Six levels of proficiency were identified and summarised for the measure of problem-solving ability.In addition, a very close match between the conceptual framework and the empirically derived framework were observed.Thus, the hypotheses of this study were confirmed.Encapsulating that, this conceptual model (Griffin, 2014;Callingham & Griffin, 2000, 2001) best fits the indicators extracted from the log stream file within the psychometric model.In the second phase, the validity of the inferences drawn from these interactions with the game-based tasks was established.The instrument validation approach adopted to articulate the fundamentals of 21st century skills 1 (Griffin et al., 2012) and to include models and appropriate learning activities (Partnership for 21st Century Skills, 2009) to prepare students for a technologically growing world.These models and activities will enable students to think critically and act logically to evaluate situations (O'Neil, 1999), solve problems, and make decisions, allowing them to succeed in their future workplaces.In 2009, U.S. President Barack Obama called upon [the] nation's governors and state education chiefs to develop standards and assessments that don't simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem solving and critical thinking, entrepreneurship and creativity.(Obama, 2009) An example of these new curriculum initiatives can be seen in Singapore, where the Ministry of Education is working to redesign its assessment system.Through mathematical learning and practice, students develop their numeracy, logical thinking, and problem-solving skills, which are useful in the fields of science and technology as well as in day-to-day life (Singapore Curriculum Planning and Development Division, Ministry of Education, 2006).Singapore's former education minister, Tharman Shanmugaratnam, stated: [We need] less dependence on rote learning, repetitive tests and a 'one size fits all' type of instruction, and more on engaged learning, discovery through experiences, differentiated teaching, the learning of life-long skills, and the building of character, so that students can . . .develop the attributes, mindsets, character and values for future success.(Ng, 2008) Similarly, the Australian Government has emphasised the revision of curricula, instructional methodology, and assessment techniques to meet the growing challenges of the 21st century in all spheres of life.For example, the Australian Mathematics Curriculum (2010) aims to help students to become assertive, able to use and communicate mathematics creatively, and have the ability to examine, exemplify, and construe their personal and workplace situations as active citizens.1 These include problem solving, communication, collaboration, information and media literacy, critical thinking, and creativity (AACTE, 2010;
Author: Shafqat Rahman
Language: English
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2650569288