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