Measuring Complex Problem-Solving in Jordan: Feasibility, Construct Validity and Behaviour Pattern Analyses

This study investigates the role of strategic exploration and different problem-solving and test-taking behaviours in CPS success, using logfile data to visualize and quantify students’ problem-solving behaviour on ten CPS problems with different levels of difficulty and characteristics. Additionally, in the present study, we go beyond the limits of most studies that focus on students’ problem-solving behaviour pattern analyses in European cultures and education systems to examine Arabic students’ CPS behaviour. Results show that students in the Arabic school system interpret CPS problems the same way. That is, we confirmed the two-dimensional model of CPS, indicating the processes of knowledge acquisition and knowledge application as separate dimensions during the problem-solving process. Large differences were identified in the test-taking behaviour of students in terms of the efficacy of their exploration strategy. We identified four latent classes based on the students’ exploration strategy behaviour.