ROLE OF PROBLEM-SOLVING ABILITY IN THE ACHIEVEMENT OF CHEMISTRY AT THE UNDERGRADUATE LEVEL

Abstract

The acquisition of problem-solving skills is widely acknowledged as a crucial aspect of effective learning and academic success. In the context of undergraduate education, this holds particular significance in disciplines like chemistry, where the ability to tackle complex challenges is essential for comprehensive understanding and application of theoretical concepts. The objective of the study is to identify the factors that contribute to undergraduate student achievement in terms of problem-solving ability and chemistry Learning Experience (LE). By employing a multifaceted methodology, encompassing both quantitative and qualitative approaches, this study aims to explore the relationship between problem-solving ability and studentachievement in chemistry. The study utilizes the cross-sectional survey employed to investigate chemistry students' perceptions of problem-solving skills and their academic achievements.In addition, a series of carefully designed experiments and assessments will be administered to undergraduate chemistry students to evaluate their problem-solving capabilities in diverse scenarios.Through the analysis of collected data, this study aims to identify the relationship between problem-solving skills and academic success in the discipline. Moreover, the research will investigate the potential influence of various factors, such as teaching methodologies, students' prior exposure to problem-solving techniques, and individual learning styles, on their chemistry achievements. The study utilized a Problem-Solving Test consisting of four items to measure students' problem-solving skills and employed statistical analyses, including MANOVA, Spearman's ρ, and Pearson r correlation coefficients, as well as a quasi-meta-analysis to analyze the data, which is analyzed using SPSS software. The MANOVA results for the corrected model value of 1.201 with a significance of 0.30, the results revealed that students in the experimental group exhibited higher scores in learning motivation and problem-solving ability compared to the comparison group. These findings suggest that structured, semi-structured, and free problem-posing activities contribute to the enhancement of students' problem-solving skills and metacognitive awareness.

Keywords:Problem-Solving Ability, Quasi-Experimental Design, Pre-Test and Post-Test, MANOVA Test, Patton Analysis Technique, Metacognitive Awareness.