The purpose of this study was to investigate the relationship between strategies used by students in problem solving and the amount of time necessary for the problem solution.
A portion of the curriculum for 7th grade Life Science, teaching problem solving, was converted into three computer problem-solving tasks to be done by 76 seventh graders who worked in pairs to solve the problems. Each pair of students timed themselves as they worked toward a solution while the computer recorded the number of clues used in order to reach a solution. The Pearson product-moment correlation was used to obtain a coefficient r which expressed in mathematical terms the degree of relationship be tween the two variables.
It was found that the correlation between the time needed to reach a solution on all three problem-solving programs and the number of clues, or strategies, used to solved the problem was significant at the 0.001 level on a two-tailed test.
","abstract_html":"<p>The purpose of this study was to investigate the relationship between strategies used by students in problem solving and the amount of time necessary for the problem solution.</p> <p>A portion of the curriculum for 7th grade Life Science, teaching problem solving, was converted into three computer problem-solving tasks to be done by 76 seventh graders who worked in pairs to solve the problems. Each pair of students timed themselves as they worked toward a solution while the computer recorded the number of clues used in order to reach a solution. The Pearson product-moment correlation was used to obtain a coefficient r which expressed in mathematical terms the degree of relationship be tween the two variables.</p> <p>It was found that the correlation between the time needed to reach a solution on all three problem-solving programs and the number of clues, or strategies, used to solved the problem was significant at the 0.001 level on a two-tailed test.</p>","abstract_has_math":false,"creators":["Meeks, Linda"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Ernest Riggsby","Dr. Carolyn Cartledge","Dr. Bob Henderson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-01-01T08:00:00Z","date_published":"1987-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Seventh Grade","7th Grade","Life Science","Problem-Solving","Research","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/605","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ernest Riggsby","Dr. Carolyn Cartledge","Dr. Bob Henderson"]},{"key":"dc:creator","label":"Author","values":["Meeks, Linda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Seventh Grade","7th Grade","Life Science","Problem-Solving","Research","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/605"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the relationship between strategies used by students in problem solving and the amount of time necessary for the problem solution.
A portion of the curriculum for 7th grade Life Science, teaching problem solving, was converted into three computer problem-solving tasks to be done by 76 seventh graders who worked in pairs to solve the problems. Each pair of students timed themselves as they worked toward a solution while the computer recorded the number of clues used in order to reach a solution. The Pearson product-moment correlation was used to obtain a coefficient r which expressed in mathematical terms the degree of relationship be tween the two variables.
It was found that the correlation between the time needed to reach a solution on all three problem-solving programs and the number of clues, or strategies, used to solved the problem was significant at the 0.001 level on a two-tailed test.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Strategies of Adolescents on Microcomputers in Problem-Solving Sessions and Problem-Solving Times"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ernest Riggsby","Dr. Carolyn Cartledge","Dr. Bob Henderson"],"dc:creator":["Meeks, Linda"],"dc:description.abstract":["The purpose of this study was to investigate the relationship between strategies used by students in problem solving and the amount of time necessary for the problem solution.
A portion of the curriculum for 7th grade Life Science, teaching problem solving, was converted into three computer problem-solving tasks to be done by 76 seventh graders who worked in pairs to solve the problems. Each pair of students timed themselves as they worked toward a solution while the computer recorded the number of clues used in order to reach a solution. The Pearson product-moment correlation was used to obtain a coefficient r which expressed in mathematical terms the degree of relationship be tween the two variables.
It was found that the correlation between the time needed to reach a solution on all three problem-solving programs and the number of clues, or strategies, used to solved the problem was significant at the 0.001 level on a two-tailed test.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/605"],"dc:language":["English"],"dc:subject":["Seventh Grade","7th Grade","Life Science","Problem-Solving","Research","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["The Relationship Between the Strategies of Adolescents on Microcomputers in Problem-Solving Sessions and Problem-Solving Times"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}