Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools

Autor/inn/en	Ellah, Barnabas O.; Achor, Emmanuel E.; Enemarie, Veronica
Titel	Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools
Quelle	In: Journal of Education and e-Learning Research, 6 (2019) 3, S.135-141 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Problem Solving; Correlation; Attention Span; Short Term Memory; Low Achievement; Foreign Countries; Adults; Intelligence Tests; Audience Response Systems; Cognitive Ability; Science Teachers; Science Instruction; Secondary School Students; Secondary School Science; Secondary School Teachers; Chemistry; Physics; Biology; Nigeria; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Problemlösen; Korrelation; Kurzzeitgedächtnis; Unterdurchschnittliche Leistung; Ausland; Intelligence test; Intelligenztest; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Chemie; Physik; Biologie
Abstract	The study sought to determine the relationship between problem-solving skills and measure of working memory and attention span of science students of low ability level. The study adopted correlational survey research design. The population for the study comprised all Secondary School I (SSI) that offered physics, chemistry and biology as school subjects in all the public senior secondary schools in the study area for 2017/2018 academic session while the sample was 450 science students from 24 Senior Secondary Schools in the study area. Wechsler Adult Intelligence Scale (WAIS) backward digit span task and Attention Lapses Clicker (ALC) were used for data collection. Multiple regression analysis was used to analyse data used to answer the research questions and test null hypotheses at 0.05 level of significance. Findings revealed that low percentage variation in students' problem-solving skills in science can be attributed to measure of working memory and attention span. There exist no significant relationship between measure of working memory, attention span and the combination of working memory and attention span of students. It was recommended among others that science teachers should vary concentration spans of science students by inherently mimicking the same kind of cognitive gear shift in the activities that require creative problem-solving skills and thinking, Also interventions and accommodation need be designed by school administrators to help science teachers differentiate instruction with explanations on how techniques or strategies can address students with working memory difficulty and attention deficits in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01