Pre-service teachers’ perceptions of problem-solving ability are generally at a middle level¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q3 i? PSI mean scores for both groups at pre-test and post-test were higher than the scale's middle value, indicating middling perceptions of problem-solving ability. → Temel 2014

Evidence¶

Temel 2014¶

Senar Temel. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), Art. #769. https://eric.ed.gov/?id=EJ1136398

q3 · i? · causal · r1

Descriptive analysis of PSI scores (Table 4): pre-test means of 94.318 (experimental) and 93.185 (control) exceeded the middle value of 80, leading the article to conclude perceptions of problem-solving ability are "generally middling".

"from the mean scores for the PSI pre-test–post-test results, it was determined that the mean scores are higher than the middle value (0 = 80) of the PSI."

Discussion¶

Related Claims¶

• PBL and traditional teaching have different effects on pre-service teachers’ perceptions of problem-solving ability, with PBL more influential — related
• The PBL and traditional groups were equivalent on CCTDI and PSI at pre-test — related
• Well-structured PS instruction improved learners' PS perceptions on PSI total, Problem Solving Confidence and Approach-Avoidance Style, but not Personal Control — related