problem solving skills for graduates

Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a decline in nontraditional testing methods .

But many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning.

Performance-based assessments measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work? Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations.

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

College and Career Readiness Assessment (CCRA+) for secondary education and
Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

Measuring students’ problem-solving skills through a performance-based assessment
Using the problem-solving assessment data to inform instruction and tailor interventions
Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

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What Are Problem-Solving Skills? Definition and Examples

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full editorial guidelines .

Why do employers hire employees? To help them solve problems. Whether you’re a financial analyst deciding where to invest your firm’s money, or a marketer trying to figure out which channel to direct your efforts, companies hire people to help them find solutions. Problem-solving is an essential and marketable soft skill in the workplace.

So, how can you improve your problem-solving and show employers you have this valuable skill? In this guide, we’ll cover:

Problem-Solving Skills Definition

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Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to consider a wide range of solutions before deciding how to move forward.

Examples of using problem-solving skills in the workplace include:

Researching patterns to understand why revenue decreased last quarter
Experimenting with a new marketing channel to increase website sign-ups
Brainstorming content types to share with potential customers
Testing calls to action to see which ones drive the most product sales
Implementing a new workflow to automate a team process and increase productivity

Problem-solving skills are the most sought-after soft skill of 2022. In fact, 86% of employers look for problem-solving skills on student resumes, according to the National Association of Colleges and Employers Job Outlook 2022 survey .

It’s unsurprising why employers are looking for this skill: companies will always need people to help them find solutions to their problems. Someone proactive and successful at problem-solving is valuable to any team.

“Employers are looking for employees who can make decisions independently, especially with the prevalence of remote/hybrid work and the need to communicate asynchronously,” Eric Mochnacz, senior HR consultant at Red Clover, says. “Employers want to see individuals who can make well-informed decisions that mitigate risk, and they can do so without suffering from analysis paralysis.”

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Problem-solving includes three main parts: identifying the problem, analyzing possible solutions, and deciding on the best course of action.

>>MORE: Discover the right career for you based on your skills with a career aptitude test .

Research is the first step of problem-solving because it helps you understand the context of a problem. Researching a problem enables you to learn why the problem is happening. For example, is revenue down because of a new sales tactic? Or because of seasonality? Is there a problem with who the sales team is reaching out to?

Research broadens your scope to all possible reasons why the problem could be happening. Then once you figure it out, it helps you narrow your scope to start solving it.

Analysis is the next step of problem-solving. Now that you’ve identified the problem, analytical skills help you look at what potential solutions there might be.

“The goal of analysis isn’t to solve a problem, actually — it’s to better understand it because that’s where the real solution will be found,” Gretchen Skalka, owner of Career Insights Consulting, says. “Looking at a problem through the lens of impartiality is the only way to get a true understanding of it from all angles.”

Decision-Making

Once you’ve figured out where the problem is coming from and what solutions are, it’s time to decide on the best way to go forth. Decision-making skills help you determine what resources are available, what a feasible action plan entails, and what solution is likely to lead to success.

On a Resume

Employers looking for problem-solving skills might include the word “problem-solving” or other synonyms like “ critical thinking ” or “analytical skills” in the job description.

“I would add ‘buzzwords’ you can find from the job descriptions or LinkedIn endorsements section to filter into your resume to comply with the ATS,” Matthew Warzel, CPRW resume writer, advises. Warzel recommends including these skills on your resume but warns to “leave the soft skills as adjectives in the summary section. That is the only place soft skills should be mentioned.”

On the other hand, you can list hard skills separately in a skills section on your resume .

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In a Cover Letter or an Interview

Explaining your problem-solving skills in an interview can seem daunting. You’re required to expand on your process — how you identified a problem, analyzed potential solutions, and made a choice. As long as you can explain your approach, it’s okay if that solution didn’t come from a professional work experience.

“Young professionals shortchange themselves by thinking only paid-for solutions matter to employers,” Skalka says. “People at the genesis of their careers don’t have a wealth of professional experience to pull from, but they do have relevant experience to share.”

Aaron Case, career counselor and CPRW at Resume Genius, agrees and encourages early professionals to share this skill. “If you don’t have any relevant work experience yet, you can still highlight your problem-solving skills in your cover letter,” he says. “Just showcase examples of problems you solved while completing your degree, working at internships, or volunteering. You can even pull examples from completely unrelated part-time jobs, as long as you make it clear how your problem-solving ability transfers to your new line of work.”

Learn How to Identify Problems

Problem-solving doesn’t just require finding solutions to problems that are already there. It’s also about being proactive when something isn’t working as you hoped it would. Practice questioning and getting curious about processes and activities in your everyday life. What could you improve? What would you do if you had more resources for this process? If you had fewer? Challenge yourself to challenge the world around you.

Think Digitally

“Employers in the modern workplace value digital problem-solving skills, like being able to find a technology solution to a traditional issue,” Case says. “For example, when I first started working as a marketing writer, my department didn’t have the budget to hire a professional voice actor for marketing video voiceovers. But I found a perfect solution to the problem with an AI voiceover service that cost a fraction of the price of an actor.”

Being comfortable with new technology — even ones you haven’t used before — is a valuable skill in an increasingly hybrid and remote world. Don’t be afraid to research new and innovative technologies to help automate processes or find a more efficient technological solution.

Collaborate

Problem-solving isn’t done in a silo, and it shouldn’t be. Use your collaboration skills to gather multiple perspectives, help eliminate bias, and listen to alternative solutions. Ask others where they think the problem is coming from and what solutions would help them with your workflow. From there, try to compromise on a solution that can benefit everyone.

If we’ve learned anything from the past few years, it’s that the world of work is constantly changing — which means it’s crucial to know how to adapt . Be comfortable narrowing down a solution, then changing your direction when a colleague provides a new piece of information. Challenge yourself to get out of your comfort zone, whether with your personal routine or trying a new system at work.

Put Yourself in the Middle of Tough Moments

Just like adapting requires you to challenge your routine and tradition, good problem-solving requires you to put yourself in challenging situations — especially ones where you don’t have relevant experience or expertise to find a solution. Because you won’t know how to tackle the problem, you’ll learn new problem-solving skills and how to navigate new challenges. Ask your manager or a peer if you can help them work on a complicated problem, and be proactive about asking them questions along the way.

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Companies always need people to help them find solutions — especially proactive employees who have practical analytical skills and can collaborate to decide the best way to move forward. Whether or not you have experience solving problems in a professional workplace, illustrate your problem-solving skills by describing your research, analysis, and decision-making process — and make it clear that you’re the solution to the employer’s current problems.

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The Will to Teach

4 Strategies to Build Your Students’ Problem Solving Skills

Every teacher understands the importance of fostering problem-solving skills in their students. These skills not only help students navigate academic challenges, but they also translate into valuable tools for life beyond the classroom. In this article, we’ll delve into the reasons why it’s crucial to develop these skills and provide practical strategies you can implement in your classroom right away.

Why is Developing Problem Solving Skills Important?

Strategies to develop problem solving skills, real-world example, concluding thoughts.

Problem-solving skills are a crucial part of a well-rounded education. They encourage critical thinking, enhance creativity and flexibility, and equip students with the resilience needed to tackle obstacles head-on.

Real-World Application: Problem-solving skills aren’t confined to solving math problems or decoding a science experiment. They are applicable in everyday life situations, from resolving conflicts to making important decisions.
Enhances Creativity and Critical Thinking: Problem-solving activities often require students to think outside the box and use their critical thinking abilities. This stimulates creativity and fosters innovative thought.
Boosts Confidence: As students improve their problem-solving abilities, they gain confidence in their skills. This confidence can positively influence their academic performance and personal life.

There are numerous ways to incorporate problem-solving skill development into your classroom. Here are a few effective strategies:

Project-Based Learning: Projects that require planning, execution, and evaluation naturally involve problem-solving. For example, a project where students need to build a model bridge within a budget encourages them to solve logistical and financial problems.
Group Work : Group work allows students to face and solve problems together. It encourages communication, cooperation, and collective problem-solving. For example, a group assignment on preparing a presentation on an environmental issue can encourage problem-solving related to information gathering, presentation design, and time management.
Encourage Questions : Encourage students to ask and answer their own questions. This promotes independent thinking and problem solving. For example, instead of giving the answer to a complicated math problem, guide them towards the solution by prompting them with questions.
Role-play Scenarios: Role-play scenarios can help students develop problem-solving skills by putting them in hypothetical situations and asking them to come up with solutions. For example, a role-play scenario where a student has to navigate a disagreement between friends can help them develop conflict resolution skills.

As a school leader, I’ve seen the power of problem-solving skills firsthand. I remember a group of students who were working on a community garden project. They faced numerous challenges, like budget constraints and unpredictable weather. Despite the hurdles, they didn’t give up. Instead, they came up with creative solutions, such as fundraising to cover costs and building a small greenhouse for year-round gardening. This project not only enhanced their problem-solving skills but also their resilience and team collaboration.

Developing problem-solving skills in students is a crucial aspect of education that extends beyond academic success. By incorporating problem-solving activities into your teaching, you’re equipping your students with a tool that will serve them in all facets of life. Remember, the best learning happens when students are actively engaged , so make problem-solving a fun and integral part of your classroom culture.

1. What are problem-solving skills? Problem-solving skills are abilities that help individuals define problems, analyze potential solutions, and implement effective strategies to solve problems.

2. Why are problem-solving skills important for students? Problem-solving skills are important as they foster creativity, critical thinking, and resilience. They are applicable in real-world situations and can boost student confidence.

3. What are some strategies to develop problem-solving skills in students? Strategies can include project-based learning, group work, encouraging questions, and role-play scenarios.

4. How can I make problem-solving activities engaging for students? Making problem-solving part of a larger project or group work can make it more engaging. Also, try to relate problems to real-world situations that students find relevant.

5. How can I assess my students’ problem-solving skills? You can assess problem-solving skills through direct observation, group project participation, and individual assignments that require problem-solving.

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Active learning benefits students by improving retention of information, enhancing critical thinking skills, and encouraging a deeper understanding of the subject matter.

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Collaborative and Cooperative Learning: A Guide for Teachers

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Experiential Teaching: Role-Play and Simulations in Teaching

These interactive techniques allow students to immerse themselves in practical, real-world scenarios, thereby deepening their understanding and retention of key concepts.

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Project-Based Learning Activities: A Guide for Teachers

Project-Based Learning is a student-centered pedagogy that involves a dynamic approach to teaching, where students explore real-world problems or challenges.

Center for Teaching

Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

Have students identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
If students are unable to articulate their concerns, determine where they are having trouble by asking them to identify the specific concepts or principles associated with the problem.
In a one-on-one tutoring session, ask the student to work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
Have students work through problems on their own. Ask directing questions or give helpful suggestions, but provide only minimal assistance and only when needed to overcome obstacles.
Don’t fear group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

Try to communicate that the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills, a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert.

October 31, 2017

This is the second in a six-part blog series on teaching 21st century skills , including problem solving , metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

How to improve your problem solving skills and build effective problem solving strategies

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Problem solving strategies

What skills do i need to be an effective problem solver, how can i improve my problem solving skills.

Problem solving strategies are methods of approaching and facilitating the process of problem-solving with a set of techniques , actions, and processes. Different strategies are more effective if you are trying to solve broad problems such as achieving higher growth versus more focused problems like, how do we improve our customer onboarding process?

Broadly, the problem solving steps outlined above should be included in any problem solving strategy though choosing where to focus your time and what approaches should be taken is where they begin to differ. You might find that some strategies ask for the problem identification to be done prior to the session or that everything happens in the course of a one day workshop.

The key similarity is that all good problem solving strategies are structured and designed. Four hours of open discussion is never going to be as productive as a four-hour workshop designed to lead a group through a problem solving process.

Good problem solving strategies are tailored to the team, organization and problem you will be attempting to solve. Here are some example problem solving strategies you can learn from or use to get started.

Use a workshop to lead a team through a group process

Often, the first step to solving problems or organizational challenges is bringing a group together effectively. Most teams have the tools, knowledge, and expertise necessary to solve their challenges – they just need some guidance in how to use leverage those skills and a structure and format that allows people to focus their energies.

Facilitated workshops are one of the most effective ways of solving problems of any scale. By designing and planning your workshop carefully, you can tailor the approach and scope to best fit the needs of your team and organization.

Problem solving workshop

Creating a bespoke, tailored process
Tackling problems of any size
Building in-house workshop ability and encouraging their use

Workshops are an effective strategy for solving problems. By using tried and test facilitation techniques and methods, you can design and deliver a workshop that is perfectly suited to the unique variables of your organization. You may only have the capacity for a half-day workshop and so need a problem solving process to match.

By using our session planner tool and importing methods from our library of 700+ facilitation techniques, you can create the right problem solving workshop for your team. It might be that you want to encourage creative thinking or look at things from a new angle to unblock your groups approach to problem solving. By tailoring your workshop design to the purpose, you can help ensure great results.

One of the main benefits of a workshop is the structured approach to problem solving. Not only does this mean that the workshop itself will be successful, but many of the methods and techniques will help your team improve their working processes outside of the workshop.

We believe that workshops are one of the best tools you can use to improve the way your team works together. Start with a problem solving workshop and then see what team building, culture or design workshops can do for your organization!

Run a design sprint

Great for:

aligning large, multi-discipline teams
quickly designing and testing solutions
tackling large, complex organizational challenges and breaking them down into smaller tasks

By using design thinking principles and methods, a design sprint is a great way of identifying, prioritizing and prototyping solutions to long term challenges that can help solve major organizational problems with quick action and measurable results.

Some familiarity with design thinking is useful, though not integral, and this strategy can really help a team align if there is some discussion around which problems should be approached first.

The stage-based structure of the design sprint is also very useful for teams new to design thinking. The inspiration phase, where you look to competitors that have solved your problem, and the rapid prototyping and testing phases are great for introducing new concepts that will benefit a team in all their future work.

It can be common for teams to look inward for solutions and so looking to the market for solutions you can iterate on can be very productive. Instilling an agile prototyping and testing mindset can also be great when helping teams move forwards – generating and testing solutions quickly can help save time in the long run and is also pretty exciting!

Break problems down into smaller issues

Organizational challenges and problems are often complicated and large scale in nature. Sometimes, trying to resolve such an issue in one swoop is simply unachievable or overwhelming. Try breaking down such problems into smaller issues that you can work on step by step. You may not be able to solve the problem of churning customers off the bat, but you can work with your team to identify smaller effort but high impact elements and work on those first.

This problem solving strategy can help a team generate momentum, prioritize and get some easy wins. It’s also a great strategy to employ with teams who are just beginning to learn how to approach the problem solving process. If you want some insight into a way to employ this strategy, we recommend looking at our design sprint template below!

Use guiding frameworks or try new methodologies

Some problems are best solved by introducing a major shift in perspective or by using new methodologies that encourage your team to think differently.

Props and tools such as Methodkit , which uses a card-based toolkit for facilitation, or Lego Serious Play can be great ways to engage your team and find an inclusive, democratic problem solving strategy. Remember that play and creativity are great tools for achieving change and whatever the challenge, engaging your participants can be very effective where other strategies may have failed.

LEGO Serious Play

Improving core problem solving skills
Thinking outside of the box
Encouraging creative solutions

LEGO Serious Play is a problem solving methodology designed to get participants thinking differently by using 3D models and kinesthetic learning styles. By physically building LEGO models based on questions and exercises, participants are encouraged to think outside of the box and create their own responses.

Collaborate LEGO Serious Play exercises are also used to encourage communication and build problem solving skills in a group. By using this problem solving process, you can often help different kinds of learners and personality types contribute and unblock organizational problems with creative thinking.

Problem solving strategies like LEGO Serious Play are super effective at helping a team solve more skills-based problems such as communication between teams or a lack of creative thinking. Some problems are not suited to LEGO Serious Play and require a different problem solving strategy.

Card Decks and Method Kits

New facilitators or non-facilitators
Approaching difficult subjects with a simple, creative framework
Engaging those with varied learning styles

Card decks and method kids are great tools for those new to facilitation or for whom facilitation is not the primary role. Card decks such as the emotional culture deck can be used for complete workshops and in many cases, can be used right out of the box. Methodkit has a variety of kits designed for scenarios ranging from personal development through to personas and global challenges so you can find the right deck for your particular needs.

Having an easy to use framework that encourages creativity or a new approach can take some of the friction or planning difficulties out of the workshop process and energize a team in any setting. Simplicity is the key with these methods. By ensuring everyone on your team can get involved and engage with the process as quickly as possible can really contribute to the success of your problem solving strategy.

Source external advice

Looking to peers, experts and external facilitators can be a great way of approaching the problem solving process. Your team may not have the necessary expertise, insights of experience to tackle some issues, or you might simply benefit from a fresh perspective. Some problems may require bringing together an entire team, and coaching managers or team members individually might be the right approach. Remember that not all problems are best resolved in the same manner.

If you’re a solo entrepreneur, peer groups, coaches and mentors can also be invaluable at not only solving specific business problems, but in providing a support network for resolving future challenges. One great approach is to join a Mastermind Group and link up with like-minded individuals and all grow together. Remember that however you approach the sourcing of external advice, do so thoughtfully, respectfully and honestly. Reciprocate where you can and prepare to be surprised by just how kind and helpful your peers can be!

Mastermind Group

Solo entrepreneurs or small teams with low capacity
Peer learning and gaining outside expertise
Getting multiple external points of view quickly

Problem solving in large organizations with lots of skilled team members is one thing, but how about if you work for yourself or in a very small team without the capacity to get the most from a design sprint or LEGO Serious Play session?

A mastermind group – sometimes known as a peer advisory board – is where a group of people come together to support one another in their own goals, challenges, and businesses. Each participant comes to the group with their own purpose and the other members of the group will help them create solutions, brainstorm ideas, and support one another.

Mastermind groups are very effective in creating an energized, supportive atmosphere that can deliver meaningful results. Learning from peers from outside of your organization or industry can really help unlock new ways of thinking and drive growth. Access to the experience and skills of your peers can be invaluable in helping fill the gaps in your own ability, particularly in young companies.

A mastermind group is a great solution for solo entrepreneurs, small teams, or for organizations that feel that external expertise or fresh perspectives will be beneficial for them. It is worth noting that Mastermind groups are often only as good as the participants and what they can bring to the group. Participants need to be committed, engaged and understand how to work in this context.

Coaching and mentoring

Focused learning and development
Filling skills gaps
Working on a range of challenges over time

Receiving advice from a business coach or building a mentor/mentee relationship can be an effective way of resolving certain challenges. The one-to-one format of most coaching and mentor relationships can really help solve the challenges those individuals are having and benefit the organization as a result.

A great mentor can be invaluable when it comes to spotting potential problems before they arise and coming to understand a mentee very well has a host of other business benefits. You might run an internal mentorship program to help develop your team’s problem solving skills and strategies or as part of a large learning and development program. External coaches can also be an important part of your problem solving strategy, filling skills gaps for your management team or helping with specific business issues.

Now we’ve explored the problem solving process and the steps you will want to go through in order to have an effective session, let’s look at the skills you and your team need to be more effective problem solvers.

Problem solving skills are highly sought after, whatever industry or team you work in. Organizations are keen to employ people who are able to approach problems thoughtfully and find strong, realistic solutions. Whether you are a facilitator , a team leader or a developer, being an effective problem solver is a skill you’ll want to develop.

Problem solving skills form a whole suite of techniques and approaches that an individual uses to not only identify problems but to discuss them productively before then developing appropriate solutions.

Here are some of the most important problem solving skills everyone from executives to junior staff members should learn. We’ve also included an activity or exercise from the SessionLab library that can help you and your team develop that skill.

If you’re running a workshop or training session to try and improve problem solving skills in your team, try using these methods to supercharge your process!

Active listening

Active listening is one of the most important skills anyone who works with people can possess. In short, active listening is a technique used to not only better understand what is being said by an individual, but also to be more aware of the underlying message the speaker is trying to convey. When it comes to problem solving, active listening is integral for understanding the position of every participant and to clarify the challenges, ideas and solutions they bring to the table.

Some active listening skills include:

Paying complete attention to the speaker.
Removing distractions.
Avoid interruption.
Taking the time to fully understand before preparing a rebuttal.
Responding respectfully and appropriately.
Demonstrate attentiveness and positivity with an open posture, making eye contact with the speaker, smiling and nodding if appropriate. Show that you are listening and encourage them to continue.
Be aware of and respectful of feelings. Judge the situation and respond appropriately. You can disagree without being disrespectful.
Observe body language.
Paraphrase what was said in your own words, either mentally or verbally.
Remain neutral.
Reflect and take a moment before responding.
Ask deeper questions based on what is said and clarify points where necessary.

Active Listening #hyperisland #skills #active listening #remote-friendly This activity supports participants to reflect on a question and generate their own solutions using simple principles of active listening and peer coaching. It’s an excellent introduction to active listening but can also be used with groups that are already familiar with it. Participants work in groups of three and take turns being: “the subject”, the listener, and the observer.

Analytical skills

All problem solving models require strong analytical skills, particularly during the beginning of the process and when it comes to analyzing how solutions have performed.

Analytical skills are primarily focused on performing an effective analysis by collecting, studying and parsing data related to a problem or opportunity.

It often involves spotting patterns, being able to see things from different perspectives and using observable facts and data to make suggestions or produce insight.

Analytical skills are also important at every stage of the problem solving process and by having these skills, you can ensure that any ideas or solutions you create or backed up analytically and have been sufficiently thought out.

Nine Whys #innovation #issue analysis #liberating structures With breathtaking simplicity, you can rapidly clarify for individuals and a group what is essentially important in their work. You can quickly reveal when a compelling purpose is missing in a gathering and avoid moving forward without clarity. When a group discovers an unambiguous shared purpose, more freedom and more responsibility are unleashed. You have laid the foundation for spreading and scaling innovations with fidelity.

Collaboration

Trying to solve problems on your own is difficult. Being able to collaborate effectively, with a free exchange of ideas, to delegate and be a productive member of a team is hugely important to all problem solving strategies.

Remember that whatever your role, collaboration is integral, and in a problem solving process, you are all working together to find the best solution for everyone.

Marshmallow challenge with debriefing #teamwork #team #leadership #collaboration In eighteen minutes, teams must build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top. The Marshmallow Challenge was developed by Tom Wujec, who has done the activity with hundreds of groups around the world. Visit the Marshmallow Challenge website for more information. This version has an extra debriefing question added with sample questions focusing on roles within the team.

Communication

Being an effective communicator means being empathetic, clear and succinct, asking the right questions, and demonstrating active listening skills throughout any discussion or meeting.

In a problem solving setting, you need to communicate well in order to progress through each stage of the process effectively. As a team leader, it may also fall to you to facilitate communication between parties who may not see eye to eye. Effective communication also means helping others to express themselves and be heard in a group.

Bus Trip #feedback #communication #appreciation #closing #thiagi #team This is one of my favourite feedback games. I use Bus Trip at the end of a training session or a meeting, and I use it all the time. The game creates a massive amount of energy with lots of smiles, laughs, and sometimes even a teardrop or two.

Creative problem solving skills can be some of the best tools in your arsenal. Thinking creatively, being able to generate lots of ideas and come up with out of the box solutions is useful at every step of the process.

The kinds of problems you will likely discuss in a problem solving workshop are often difficult to solve, and by approaching things in a fresh, creative manner, you can often create more innovative solutions.

Having practical creative skills is also a boon when it comes to problem solving. If you can help create quality design sketches and prototypes in record time, it can help bring a team to alignment more quickly or provide a base for further iteration.

The paper clip method #sharing #creativity #warm up #idea generation #brainstorming The power of brainstorming. A training for project leaders, creativity training, and to catalyse getting new solutions.

Critical thinking

Critical thinking is one of the fundamental problem solving skills you’ll want to develop when working on developing solutions. Critical thinking is the ability to analyze, rationalize and evaluate while being aware of personal bias, outlying factors and remaining open-minded.

Defining and analyzing problems without deploying critical thinking skills can mean you and your team go down the wrong path. Developing solutions to complex issues requires critical thinking too – ensuring your team considers all possibilities and rationally evaluating them.

Agreement-Certainty Matrix #issue analysis #liberating structures #problem solving You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic . A problem is simple when it can be solved reliably with practices that are easy to duplicate. It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably. A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail. Chaotic is when the context is too turbulent to identify a path forward. A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.” The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Data analysis

Though it shares lots of space with general analytical skills, data analysis skills are something you want to cultivate in their own right in order to be an effective problem solver.

Being good at data analysis doesn’t just mean being able to find insights from data, but also selecting the appropriate data for a given issue, interpreting it effectively and knowing how to model and present that data. Depending on the problem at hand, it might also include a working knowledge of specific data analysis tools and procedures.

Having a solid grasp of data analysis techniques is useful if you’re leading a problem solving workshop but if you’re not an expert, don’t worry. Bring people into the group who has this skill set and help your team be more effective as a result.

Decision making

All problems need a solution and all solutions require that someone make the decision to implement them. Without strong decision making skills, teams can become bogged down in discussion and less effective as a result.

Making decisions is a key part of the problem solving process. It’s important to remember that decision making is not restricted to the leadership team. Every staff member makes decisions every day and developing these skills ensures that your team is able to solve problems at any scale. Remember that making decisions does not mean leaping to the first solution but weighing up the options and coming to an informed, well thought out solution to any given problem that works for the whole team.

Lightning Decision Jam (LDJ) #action #decision making #problem solving #issue analysis #innovation #design #remote-friendly The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow

Dependability

Most complex organizational problems require multiple people to be involved in delivering the solution. Ensuring that the team and organization can depend on you to take the necessary actions and communicate where necessary is key to ensuring problems are solved effectively.

Being dependable also means working to deadlines and to brief. It is often a matter of creating trust in a team so that everyone can depend on one another to complete the agreed actions in the agreed time frame so that the team can move forward together. Being undependable can create problems of friction and can limit the effectiveness of your solutions so be sure to bear this in mind throughout a project.

Team Purpose & Culture #team #hyperisland #culture #remote-friendly This is an essential process designed to help teams define their purpose (why they exist) and their culture (how they work together to achieve that purpose). Defining these two things will help any team to be more focused and aligned. With support of tangible examples from other companies, the team members work as individuals and a group to codify the way they work together. The goal is a visual manifestation of both the purpose and culture that can be put up in the team’s work space.

Emotional intelligence

Emotional intelligence is an important skill for any successful team member, whether communicating internally or with clients or users. In the problem solving process, emotional intelligence means being attuned to how people are feeling and thinking, communicating effectively and being self-aware of what you bring to a room.

There are often differences of opinion when working through problem solving processes, and it can be easy to let things become impassioned or combative. Developing your emotional intelligence means being empathetic to your colleagues and managing your own emotions throughout the problem and solution process. Be kind, be thoughtful and put your points across care and attention.

Being emotionally intelligent is a skill for life and by deploying it at work, you can not only work efficiently but empathetically. Check out the emotional culture workshop template for more!

Facilitation

As we’ve clarified in our facilitation skills post, facilitation is the art of leading people through processes towards agreed-upon objectives in a manner that encourages participation, ownership, and creativity by all those involved. While facilitation is a set of interrelated skills in itself, the broad definition of facilitation can be invaluable when it comes to problem solving. Leading a team through a problem solving process is made more effective if you improve and utilize facilitation skills – whether you’re a manager, team leader or external stakeholder.

The Six Thinking Hats #creative thinking #meeting facilitation #problem solving #issue resolution #idea generation #conflict resolution The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.

Flexibility

Being flexible is a vital skill when it comes to problem solving. This does not mean immediately bowing to pressure or changing your opinion quickly: instead, being flexible is all about seeing things from new perspectives, receiving new information and factoring it into your thought process.

Flexibility is also important when it comes to rolling out solutions. It might be that other organizational projects have greater priority or require the same resources as your chosen solution. Being flexible means understanding needs and challenges across the team and being open to shifting or arranging your own schedule as necessary. Again, this does not mean immediately making way for other projects. It’s about articulating your own needs, understanding the needs of others and being able to come to a meaningful compromise.

The Creativity Dice #creativity #problem solving #thiagi #issue analysis Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

Working in any group can lead to unconscious elements of groupthink or situations in which you may not wish to be entirely honest. Disagreeing with the opinions of the executive team or wishing to save the feelings of a coworker can be tricky to navigate, but being honest is absolutely vital when to comes to developing effective solutions and ensuring your voice is heard.

Remember that being honest does not mean being brutally candid. You can deliver your honest feedback and opinions thoughtfully and without creating friction by using other skills such as emotional intelligence.

Explore your Values #hyperisland #skills #values #remote-friendly Your Values is an exercise for participants to explore what their most important values are. It’s done in an intuitive and rapid way to encourage participants to follow their intuitive feeling rather than over-thinking and finding the “correct” values. It is a good exercise to use to initiate reflection and dialogue around personal values.

Initiative

The problem solving process is multi-faceted and requires different approaches at certain points of the process. Taking initiative to bring problems to the attention of the team, collect data or lead the solution creating process is always valuable. You might even roadtest your own small scale solutions or brainstorm before a session. Taking initiative is particularly effective if you have good deal of knowledge in that area or have ownership of a particular project and want to get things kickstarted.

That said, be sure to remember to honor the process and work in service of the team. If you are asked to own one part of the problem solving process and you don’t complete that task because your initiative leads you to work on something else, that’s not an effective method of solving business challenges.

15% Solutions #action #liberating structures #remote-friendly You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference. 15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change. With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

Impartiality

A particularly useful problem solving skill for product owners or managers is the ability to remain impartial throughout much of the process. In practice, this means treating all points of view and ideas brought forward in a meeting equally and ensuring that your own areas of interest or ownership are not favored over others.

There may be a stage in the process where a decision maker has to weigh the cost and ROI of possible solutions against the company roadmap though even then, ensuring that the decision made is based on merit and not personal opinion.

Empathy map #frame insights #create #design #issue analysis An empathy map is a tool to help a design team to empathize with the people they are designing for. You can make an empathy map for a group of people or for a persona. To be used after doing personas when more insights are needed.

Being a good leader means getting a team aligned, energized and focused around a common goal. In the problem solving process, strong leadership helps ensure that the process is efficient, that any conflicts are resolved and that a team is managed in the direction of success.

It’s common for managers or executives to assume this role in a problem solving workshop, though it’s important that the leader maintains impartiality and does not bulldoze the group in a particular direction. Remember that good leadership means working in service of the purpose and team and ensuring the workshop is a safe space for employees of any level to contribute. Take a look at our leadership games and activities post for more exercises and methods to help improve leadership in your organization.

Leadership Pizza #leadership #team #remote-friendly This leadership development activity offers a self-assessment framework for people to first identify what skills, attributes and attitudes they find important for effective leadership, and then assess their own development and initiate goal setting.

In the context of problem solving, mediation is important in keeping a team engaged, happy and free of conflict. When leading or facilitating a problem solving workshop, you are likely to run into differences of opinion. Depending on the nature of the problem, certain issues may be brought up that are emotive in nature.

Being an effective mediator means helping those people on either side of such a divide are heard, listen to one another and encouraged to find common ground and a resolution. Mediating skills are useful for leaders and managers in many situations and the problem solving process is no different.

Conflict Responses #hyperisland #team #issue resolution A workshop for a team to reflect on past conflicts, and use them to generate guidelines for effective conflict handling. The workshop uses the Thomas-Killman model of conflict responses to frame a reflective discussion. Use it to open up a discussion around conflict with a team.

Planning

Solving organizational problems is much more effective when following a process or problem solving model. Planning skills are vital in order to structure, deliver and follow-through on a problem solving workshop and ensure your solutions are intelligently deployed.

Planning skills include the ability to organize tasks and a team, plan and design the process and take into account any potential challenges. Taking the time to plan carefully can save time and frustration later in the process and is valuable for ensuring a team is positioned for success.

3 Action Steps #hyperisland #action #remote-friendly This is a small-scale strategic planning session that helps groups and individuals to take action toward a desired change. It is often used at the end of a workshop or programme. The group discusses and agrees on a vision, then creates some action steps that will lead them towards that vision. The scope of the challenge is also defined, through discussion of the helpful and harmful factors influencing the group.

Prioritization

As organisations grow, the scale and variation of problems they face multiplies. Your team or is likely to face numerous challenges in different areas and so having the skills to analyze and prioritize becomes very important, particularly for those in leadership roles.

A thorough problem solving process is likely to deliver multiple solutions and you may have several different problems you wish to solve simultaneously. Prioritization is the ability to measure the importance, value, and effectiveness of those possible solutions and choose which to enact and in what order. The process of prioritization is integral in ensuring the biggest challenges are addressed with the most impactful solutions.

Impact and Effort Matrix #gamestorming #decision making #action #remote-friendly In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

Project management

Some problem solving skills are utilized in a workshop or ideation phases, while others come in useful when it comes to decision making. Overseeing an entire problem solving process and ensuring its success requires strong project management skills.

While project management incorporates many of the other skills listed here, it is important to note the distinction of considering all of the factors of a project and managing them successfully. Being able to negotiate with stakeholders, manage tasks, time and people, consider costs and ROI, and tie everything together is massively helpful when going through the problem solving process.

Record keeping

Working out meaningful solutions to organizational challenges is only one part of the process. Thoughtfully documenting and keeping records of each problem solving step for future consultation is important in ensuring efficiency and meaningful change.

For example, some problems may be lower priority than others but can be revisited in the future. If the team has ideated on solutions and found some are not up to the task, record those so you can rule them out and avoiding repeating work. Keeping records of the process also helps you improve and refine your problem solving model next time around!

Personal Kanban #gamestorming #action #agile #project planning Personal Kanban is a tool for organizing your work to be more efficient and productive. It is based on agile methods and principles.

Research skills

Conducting research to support both the identification of problems and the development of appropriate solutions is important for an effective process. Knowing where to go to collect research, how to conduct research efficiently, and identifying pieces of research are relevant are all things a good researcher can do well.

In larger groups, not everyone has to demonstrate this ability in order for a problem solving workshop to be effective. That said, having people with research skills involved in the process, particularly if they have existing area knowledge, can help ensure the solutions that are developed with data that supports their intention. Remember that being able to deliver the results of research efficiently and in a way the team can easily understand is also important. The best data in the world is only as effective as how it is delivered and interpreted.

Customer experience map #ideation #concepts #research #design #issue analysis #remote-friendly Customer experience mapping is a method of documenting and visualizing the experience a customer has as they use the product or service. It also maps out their responses to their experiences. To be used when there is a solution (even in a conceptual stage) that can be analyzed.

Risk management

Managing risk is an often overlooked part of the problem solving process. Solutions are often developed with the intention of reducing exposure to risk or solving issues that create risk but sometimes, great solutions are more experimental in nature and as such, deploying them needs to be carefully considered.

Managing risk means acknowledging that there may be risks associated with more out of the box solutions or trying new things, but that this must be measured against the possible benefits and other organizational factors.

Be informed, get the right data and stakeholders in the room and you can appropriately factor risk into your decision making process.

Decisions, Decisions… #communication #decision making #thiagi #action #issue analysis When it comes to decision-making, why are some of us more prone to take risks while others are risk-averse? One explanation might be the way the decision and options were presented. This exercise, based on Kahneman and Tversky’s classic study , illustrates how the framing effect influences our judgement and our ability to make decisions . The participants are divided into two groups. Both groups are presented with the same problem and two alternative programs for solving them. The two programs both have the same consequences but are presented differently. The debriefing discussion examines how the framing of the program impacted the participant’s decision.

Team-building

No single person is as good at problem solving as a team. Building an effective team and helping them come together around a common purpose is one of the most important problem solving skills, doubly so for leaders. By bringing a team together and helping them work efficiently, you pave the way for team ownership of a problem and the development of effective solutions.

In a problem solving workshop, it can be tempting to jump right into the deep end, though taking the time to break the ice, energize the team and align them with a game or exercise will pay off over the course of the day.

Remember that you will likely go through the problem solving process multiple times over an organization’s lifespan and building a strong team culture will make future problem solving more effective. It’s also great to work with people you know, trust and have fun with. Working on team building in and out of the problem solving process is a hallmark of successful teams that can work together to solve business problems.

9 Dimensions Team Building Activity #ice breaker #teambuilding #team #remote-friendly 9 Dimensions is a powerful activity designed to build relationships and trust among team members. There are 2 variations of this icebreaker. The first version is for teams who want to get to know each other better. The second version is for teams who want to explore how they are working together as a team.

Time management

The problem solving process is designed to lead a team from identifying a problem through to delivering a solution and evaluating its effectiveness. Without effective time management skills or timeboxing of tasks, it can be easy for a team to get bogged down or be inefficient.

By using a problem solving model and carefully designing your workshop, you can allocate time efficiently and trust that the process will deliver the results you need in a good timeframe.

Time management also comes into play when it comes to rolling out solutions, particularly those that are experimental in nature. Having a clear timeframe for implementing and evaluating solutions is vital for ensuring their success and being able to pivot if necessary.

Improving your skills at problem solving is often a career-long pursuit though there are methods you can use to make the learning process more efficient and to supercharge your problem solving skillset.

Remember that the skills you need to be a great problem solver have a large overlap with those skills you need to be effective in any role. Investing time and effort to develop your active listening or critical thinking skills is valuable in any context. Here are 7 ways to improve your problem solving skills.

Share best practices

Remember that your team is an excellent source of skills, wisdom, and techniques and that you should all take advantage of one another where possible. Best practices that one team has for solving problems, conducting research or making decisions should be shared across the organization. If you have in-house staff that have done active listening training or are data analysis pros, have them lead a training session.

Your team is one of your best resources. Create space and internal processes for the sharing of skills so that you can all grow together.

Ask for help and attend training

Once you’ve figured out you have a skills gap, the next step is to take action to fill that skills gap. That might be by asking your superior for training or coaching, or liaising with team members with that skill set. You might even attend specialized training for certain skills – active listening or critical thinking, for example, are business-critical skills that are regularly offered as part of a training scheme.

Whatever method you choose, remember that taking action of some description is necessary for growth. Whether that means practicing, getting help, attending training or doing some background reading, taking active steps to improve your skills is the way to go.

Learn a process

Problem solving can be complicated, particularly when attempting to solve large problems for the first time. Using a problem solving process helps give structure to your problem solving efforts and focus on creating outcomes, rather than worrying about the format.

Tools such as the seven-step problem solving process above are effective because not only do they feature steps that will help a team solve problems, they also develop skills along the way. Each step asks for people to engage with the process using different skills and in doing so, helps the team learn and grow together. Group processes of varying complexity and purpose can also be found in the SessionLab library of facilitation techniques . Using a tried and tested process and really help ease the learning curve for both those leading such a process, as well as those undergoing the purpose.

Effective teams make decisions about where they should and shouldn’t expend additional effort. By using a problem solving process, you can focus on the things that matter, rather than stumbling towards a solution haphazardly.

Create a feedback loop

Some skills gaps are more obvious than others. It’s possible that your perception of your active listening skills differs from those of your colleagues.

It’s valuable to create a system where team members can provide feedback in an ordered and friendly manner so they can all learn from one another. Only by identifying areas of improvement can you then work to improve them.

Remember that feedback systems require oversight and consideration so that they don’t turn into a place to complain about colleagues. Design the system intelligently so that you encourage the creation of learning opportunities, rather than encouraging people to list their pet peeves.

While practice might not make perfect, it does make the problem solving process easier. If you are having trouble with critical thinking, don’t shy away from doing it. Get involved where you can and stretch those muscles as regularly as possible.

Problem solving skills come more naturally to some than to others and that’s okay. Take opportunities to get involved and see where you can practice your skills in situations outside of a workshop context. Try collaborating in other circumstances at work or conduct data analysis on your own projects. You can often develop those skills you need for problem solving simply by doing them. Get involved!

Use expert exercises and methods

Learn from the best. Our library of 700+ facilitation techniques is full of activities and methods that help develop the skills you need to be an effective problem solver. Check out our templates to see how to approach problem solving and other organizational challenges in a structured and intelligent manner.

There is no single approach to improving problem solving skills, but by using the techniques employed by others you can learn from their example and develop processes that have seen proven results.

Try new ways of thinking and change your mindset

Using tried and tested exercises that you know well can help deliver results, but you do run the risk of missing out on the learning opportunities offered by new approaches. As with the problem solving process, changing your mindset can remove blockages and be used to develop your problem solving skills.

Most teams have members with mixed skill sets and specialties. Mix people from different teams and share skills and different points of view. Teach your customer support team how to use design thinking methods or help your developers with conflict resolution techniques. Try switching perspectives with facilitation techniques like Flip It! or by using new problem solving methodologies or models. Give design thinking, liberating structures or lego serious play a try if you want to try a new approach. You will find that framing problems in new ways and using existing skills in new contexts can be hugely useful for personal development and improving your skillset. It’s also a lot of fun to try new things. Give it a go!

Encountering business challenges and needing to find appropriate solutions is not unique to your organization. Lots of very smart people have developed methods, theories and approaches to help develop problem solving skills and create effective solutions. Learn from them!

Books like The Art of Thinking Clearly , Think Smarter, or Thinking Fast, Thinking Slow are great places to start, though it’s also worth looking at blogs related to organizations facing similar problems to yours, or browsing for success stories. Seeing how Dropbox massively increased growth and working backward can help you see the skills or approach you might be lacking to solve that same problem. Learning from others by reading their stories or approaches can be time-consuming but ultimately rewarding.

A tired, distracted mind is not in the best position to learn new skills. It can be tempted to burn the candle at both ends and develop problem solving skills outside of work. Absolutely use your time effectively and take opportunities for self-improvement, though remember that rest is hugely important and that without letting your brain rest, you cannot be at your most effective.

Creating distance between yourself and the problem you might be facing can also be useful. By letting an idea sit, you can find that a better one presents itself or you can develop it further. Take regular breaks when working and create a space for downtime. Remember that working smarter is preferable to working harder and that self-care is important for any effective learning or improvement process.

Want to design better group processes?

Over to you

Now we’ve explored some of the key problem solving skills and the problem solving steps necessary for an effective process, you’re ready to begin developing more effective solutions and leading problem solving workshops.

Need more inspiration? Check out our post on problem solving activities you can use when guiding a group towards a great solution in your next workshop or meeting. Have questions? Did you have a great problem solving technique you use with your team? Get in touch in the comments below. We’d love to chat!

James Smart is Head of Content at SessionLab. He’s also a creative facilitator who has run workshops and designed courses for establishments like the National Centre for Writing, UK. He especially enjoys working with young people and empowering others in their creative practice.

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How Higher Education Fosters Critical Thinking and Problem-Solving Skills

“Education is not the learning of facts, but the training of the mind to think.” –Albert Einstein

Critical thinking and problem-solving are the most essential skills that any college student can develop. If students are unable to think through an issue critically, they will be ill-equipped to distinguish between truth and deception. Valid conclusions can only come from the pursuit of truth. In comparison, problem-solving skills give an individual the tools to do something with the information they have gained. This combined skillset is invaluable in the professional world and everyday life.

If these skills are so important, what is the best way to foster and develop them? Education is a start. Whether it’s higher education through attending a university or self-education through personal study, the only way to develop these skills is through active participation in learning. Almost all colleges and universities cite critical thinking as one of their core objectives. So, what are the best ways for higher education to help students grow and develop these skills?

From the idea that teaching critical thinking is impossible to new approaches in teaching styles, the last two decades have produced varying theories on critical thinking. One fact that is certain, however, is that problem-solving is a natural outgrowth of critical thinking. Although there is no argument over whether critical thinking is important, there are multiple perspectives on the best ways to develop this skill. Most research, however, seems to support a hands-on, interactive approach.

Andreucci-Annunziata et al. (2023) suggests that “pedagogical approaches to critical thinking have been synthesized into four types: general method; infusion; immersion and mixed method.” The general method is teaching critical thinking as its own subject, infusion is teaching critical thinking in relation to a specific subject matter, immersion is teaching a subject in a way that encourages critical thinking, and “the mixed method consists of a combination of the general method and the infusion or immersion method.” These methods are combined with instructional strategies such as writing exercises, in-class discussion, brainstorming, using online discussion forums, etc. With so many methods and strategies available what is the best approach for educators? Two strategies seem to be gaining momentum: Decision-Based Learning and Discussion-Based Learning.

Decision-Based Learning

Decision-Based Learning (DBL), a problem-solving strategy, is a new possibility. According to one study DBL teaches students how to look at the components of a problem and come to a rational decision. Evidence shows that there is a correlation between the development of problem-solving and critical thinking skills (Plummer et al. 2022). This style encourages students to look at all sides of an issue and come to a valid conclusion.

Discussion-Based Learning

On the other hand, Discussion-Based Learning also shows promise. Various universities across the U.S. and Canada cite Discussion-Based Learning, or a form of it, as one of their primary teaching methods. Examples include the University of Calgary, Brown University, and Columbia University. The fact that discussion plays a major role in developing critical thinking and problem-solving skills is indisputable. Studies of different methods continue to support Discussion-Based Learning as one of the primary ways for students to develop both skills. In-class discussion and thought-provoking questions continue to promote the development of critical thinking within the classroom.

Are Educators Doing a Good Job?

Some researchers and professionals argue that colleges are failing to teach their students the art of critical thinking. One researcher suggests that colleges and universities fail to understand that there is a difference between “teaching students what to think (highly educated) and teaching them how to think (better educated)” (Flores, Kevin L., et al.). A student can fill their mind with countless pieces of information without developing the skills needed to interpret and apply that information.

To combat this tendency, educators must challenge students to think through issues themselves. When students are given the tools needed to think critically, a new world of knowledge is opened to them. Regardless of varying strategies, education needs a firm foundation to stand on. At Maranatha, that foundation is the Bible.

What Makes Maranatha Different?

Education firmly grounded in biblical truth does not leave room for conclusions drawn from emotion. Instead, biblically grounded education creates an environment that fosters critical thinking and a pursuit of the truth. At Maranatha, professors understand the value of preparing students to be critical thinkers. In a world that seeks to reject a biblical worldview through science and philosophy, it is more important than ever for students to graduate grounded in biblical principles.

Mr. Nathan Huffstutler, Associate Professor in the Department of Humanities, explains, “A biblical worldview emphasizes truth. God is a God of truth. If you believe that God is a God of truth, that will make you more passionate in your search for truth. When we deal with current events or with history, it’s not just opinions that we’re trying to find. That doesn’t mean that some questions don’t have nuance or gray areas. There are some issues that are very complex, but a biblical worldview aids in the pursuit of truth even in difficult subjects.”

Without the ability to analyze ideas through a biblical lens, students will be tossed about by every new theory, unable to distinguish between the truth and lies disguised as truth. Only when students understand how to think will they be able to properly analyze ideas and come to their own conclusions.

Mr. Huffstutler further explains how he implements the instruction of critical thinking into the classroom, “I personally use discussion questions. I’ll give a question and then require students to back up their answers with evidence. They must demonstrate in their answers that it is not just their opinion. I strive to show my students how to back up their statements based on facts and support from the text. That’s what critical thinking is.”

Discussion is the first step in the process of developing critical thinking. In-class discussion has the power to sharpen minds as students are forced to think through their reasoning and evidence. Current and past students are reaping the benefits of an education that emphasizes the development of this invaluable skill.

Hannah Mayes (’20 Communication Arts—Theatre), a teacher at Maranatha Baptist Academy and Adjunct Professor at the University, shares her experience, “The focus Maranatha professors have on teaching students how to think is particularly evident when teachers would continuously ask us, ‘Why?’ Professors encouraged us to evaluate our answers in light of a biblical worldview, but not merely so we could provide a ‘right’ answer. Many instructors encouraged me to look further beyond the simple answer, use credible sources to support my answer, and apply what I had learned to my everyday life. These interactions seemed challenging at the time, but I find myself encouraging my own students to keep asking why and how — not just what.”

Keeping the focus on teaching students how to think is essential in the development of critical thinking. When academics are taught with a biblical worldview, students are encouraged to find the truth and evidence to back up their claims. Without these skills, students will be incapable of succeeding in a professional environment.

So, does higher education foster critical thinking and problem-solving? Yes. But only when students and professors work together to find the truth, based on facts, can critical thinking flourish.

Andreucci-Annunziata, P., Riedemann, A., Cortes, S., Mellado, A., Del Rio, M. T., & Vega-Munoz, A. (2023). Conceptualizations and instructional strategies on critical thinking in higher education: A systematic review of systematic reviews. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1141686

Flores, K. L., Matkin, G. S., Burbach, M. E., Quinn, C., & Harding, H. E. (2012). Deficient Critical Thinking Skills among College Graduates: Implications for leadership. Educational Philosophy and Theory, 44 (2), 212-230. https://doi.org/10.1111/j.1469-5812.2010.00672.x

Plummer, K. J., Kebritchi, M., Leary, H. M., & Halverson, D.M. (2022). Enhancing Critical Thinking Skills through Decision-Based Learning. Innovative Higher Education, 47 (4), 711-734. https://doi.org/101007/s10755-022-09595-9

Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative UC San Diego problem-solving educational curriculum continues to grow

Daniel Kane - [email protected]

Published Date

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” – as Ogo, a celebrated high school biomedical sciences and technology teacher, put it.

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said.

What does it mean to explicitly teach problem solving?

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively.

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general.

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments.

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego.

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually.

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do.

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated?

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag.

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls.

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest.

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique.

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained.

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.”

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree.

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Strategies to develop problem-solving skills in students.

November 14, 2023

OWIS Nanyang | Secondary Students in Maths Lesson | Problem-Solving Skills | International School in Singapore

Students need the freedom to brainstorm, develop solutions and make mistakes — this is truly the only way to prepare them for life outside the classroom. When students are immersed in a learning environment that only offers them step-by-step guides and encourages them to focus solely on memorisation, they are not gaining the skills necessary to help them navigate in the complex, interconnected environment of the real world.

Choosing a school that emphasises the importance of future-focussed skills will ensure your child has the abilities they need to survive and thrive anywhere in the world. What are future-focussed skills? Students who are prepared for the future need to possess highly developed communication skills, self-management skills, research skills, thinking skills, social skills and problem-solving skills. In this blog, I would like to focus on problem-solving skills.

What Are Problem-Solving Skills?

The Forage defines problem-solving skills as those that allow an individual to identify a problem, come up with solutions, analyse the options and collaborate to find the best solution for the issue.

Importance of Problem-Solving in the Classroom Setting

Learning how to solve problems effectively and positively is a crucial part of child development. When children are allowed to solve problems in a classroom setting, they can test those skills in a safe and nurturing environment. Generally, when they face age-appropriate issues, they can begin building those skills in a healthy and positive manner.

Without exposure to challenging situations and scenarios, children will not be equipped with the foundational problem-solving skills needed to tackle complex issues in the real world. Experts predict that problem-solving skills will eventually be more sought after in job applicants than hard skills related to that specific profession. Students must be given opportunities in school to resolve conflicts, address complex problems and come up with their own solutions in order to develop these skills.

Benefits of Problem-Solving Skills for Students

Learning how to solve problems offers students many advantages, such as:

Improving Academic Results

When students have a well-developed set of problem-solving skills, they are often better critical and analytical thinkers as well. They are able to effectively use these 21st-century skills when completing their coursework, allowing them to become more successful in all academic areas. By prioritising problem-solving strategies in the classroom, teachers often find that academic performance improves.

Developing Confidence

Giving students the freedom to solve problems and create their own solutions is essentially permitting them to make their own choices. This sense of independence — and the natural resilience that comes with it — allows students to become confident learners who aren’t intimidated by new or challenging situations. Ultimately, this prepares them to take on more complex challenges in the future, both on a professional and social level.

Preparing Students for Real-World Challenges

The challenges we are facing today are only growing more complex, and by the time students have graduated, they are going to be facing issues that we may not even have imagined. By arming them with real-world problem-solving experience, they will not feel intimidated or stifled by those challenges; they will be excited and ready to address them. They will know how to discuss their ideas with others, respect various perspectives and collaborate to develop a solution that best benefits everyone involved.

The Best Problem-Solving Strategies for Students

No single approach or strategy will instil a set of problem-solving skills in students. Every child is different, so educators should rely on a variety of strategies to develop this core competency in their students. It is best if these skills are developed naturally.

These are some of the best strategies to support students problem-solving skills:

Project-Based Learning

By providing students with project-based learning experiences and allowing plenty of time for discussion, educators can watch students put their problem-solving skills into action inside their classrooms. This strategy is one of the most effective ways to fine-tune problem-solving skills in students. During project-based learning, teachers may take notes on how the students approach a problem and then offer feedback to students for future development. Teachers can address their observations of interactions during project-based learning at the group level or they can work with students on an individual basis to help them become more effective problem-solvers.

Encourage Discussion and Collaboration in the Classroom Setting

Another strategy to encourage the development of problem-solving skills in students is to allow for plenty of discussion and collaboration in the classroom setting. When students interact with one another, they are naturally developing problem solving skills. Rather than the teacher delivering information and requiring the students to passively receive information, students can share thoughts and ideas with one another. Getting students to generate their own discussion and communication requires thinking skills.

Utilising an Inquiry-Based approach to Learning

Students should be presented with situations in which their curiosity is sparked and they are motivated to inquire further. Teachers should ask open-ended questions and encourage students to develop responses which require problem-solving. By providing students with complex questions for which a variety of answers may be correct, teachers get students to consider different perspectives and deal with potential disagreement, which requires problem-solving skills to resolve.

Model Appropriate Problem-Solving Skills

One of the simplest ways to instil effective problem-solving skills in students is to model appropriate and respectful strategies and behaviour when resolving a conflict or addressing an issue. Teachers can showcase their problem-solving skills by:

Identifying a problem when they come across one for the class to see
Brainstorming possible solutions with students
Collaborating with students to decide on the best solution
Testing that solution and examining the results with the students
Adapting as necessary to improve results or achieve the desired goal

Prioritise Student Agency in Learning

Recent research shows that self-directed learning is one of the most effective ways to nurture 21st-century competency development in young learners. Learning experiences that encourage student agency often require problem-solving skills. When creativity and innovation are needed, students often encounter unexpected problems along the way that must be solved. Through self-directed learning, students experience challenges in a natural situation and can fine-tune their problem-solving skills along the way. Self-directed learning provides them with a foundation in problem-solving that they can build upon in the future, allowing them to eventually develop more advanced and impactful problem-solving skills for real life.

21st-Century Skill Development at OWIS Singapore

Problem-solving has been identified as one of the core competencies that young learners must develop to be prepared to meet the dynamic needs of a global environment. At OWIS Singapore, we have implemented an inquiry-driven, skills-based curriculum that allows students to organically develop critical future-ready skills — including problem-solving. Our hands-on approach to education enables students to collaborate, explore, innovate, face-challenges, make mistakes and adapt as necessary. As such, they learn problem-solving skills in an authentic manner.

For more information about 21st-century skill development, schedule a campus tour today.

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Problem-solving skills and how to improve them (with examples)

What’s life without its challenges? All of us will at some point encounter professional and personal hurdles. That might mean resolving a conflict with coworkers or making a big life decision. With effective problem solving skills, you’ll find tricky situations easier to navigate, and welcome challenges as opportunities to learn, grow and thrive.

In this guide, we dive into the importance of problem solving skills and look at examples that show how relevant they are to different areas of your life. We cover how to find creative solutions and implement them, as well as ways to refine your skills in communication and critical thinking. Ready to start solving problems? Read on.

What is problem solving?

Before we cover strategies for improving problem solving skills, it’s important to first have a clear understanding of the problem solving process. Here are the steps in solving a problem:

Recognise the issue you are facing
Take a look at all the information to gain insights
Come up with solutions
Look at the pros and cons of each solution and how it might play out
Plan, organise and implement your solution
Continuously assess the effectiveness of the solution and make adjustments as needed

Problem solving skills

There’s more to problem solving than coming up with a quick fix. Effective problem solving requires wide range of skills and abilities, such as:

Critical thinking: the ability to think logically, analyse information and look at situations from different perspectives.
Creativity: being able to come up with innovative, out-of-the-box solutions.
Decision-making: making informed choices by considering all the available information.
Communication: being able to express ideas clearly and effectively.
Analytical skills: breaking down complex problems into smaller parts and examining each one.
Time management: allocating time and resources effectively to address problems.
Adaptability: being open to change and willing to adjust strategies.
Conflict resolution: skillfully managing conflicts and finding solutions that work for all.

Examples of problem solving skills

Problem solving skills in the workplace are invaluable, whether you need them for managing a team, dealing with clients or juggling deadlines. To get a better understanding of how you might use these skills in real-life scenarios, here are some problem solving examples that are common in the workplace.

Analytical thinking

Analytical thinking is something that comes naturally to some, while others have to work a little harder. It involves being able to look at problem solving from a logical perspective, breaking down the issues into manageable parts.

Example scenarios of analytical thinking

Quality control: in a manufacturing facility, analytical thinking helps identify the causes of product defects in order to pinpoint solutions.

Market research: marketing teams rely on analytical thinking to examine consumer data, identify market trends and make informed decisions on ad campaigns.

Critical thinking

Critical thinkers are able to approach problems objectively, looking at different viewpoints without rushing to a decision. Critical thinking is an important aspect of problem solving, helping to uncover biases and assumptions and weigh up the quality of the information before making any decisions.

Example scenarios of critical thinking

Strategic planning: in the boardroom, critical thinking is important for assessing economic trends, competitor threats and more. It guides leaders in making informed decisions about long-term company goals and growth strategies.
Conflict resolution: HR professionals often use critical thinking when dealing with workplace conflicts. They objectively analyse the issues at hand and find an appropriate solution.

Decision-making

Making decisions is often the hardest part of problem solving. How do you know which solution is the right one? It involves evaluating information, considering potential outcomes and choosing the most suitable option. Effective problem solving relies on making well-informed decisions.

Example scenarios of decision-making

Budget allocation: financial managers must decide how to allocate resources to various projects or departments.
Negotiation: salespeople and procurement professionals negotiate terms, pricing and agreements with clients, suppliers and partners.

Research skills

Research skills are pivotal when it comes to problem solving, to ensure you have all the information you need to make an informed decision. These skills involve searching for relevant data, critically evaluating information sources, and drawing meaningful conclusions.

Example scenarios of research skills

Product development: a tech startup uses research skills to conduct market research to identify gaps and opportunities in the market.
Employee engagement: an HR manager uses research skills to conduct employee surveys and focus groups.

A little creative flair goes a long way. By thinking outside the box, you can approach problems from different angles. Creative thinking involves combining existing knowledge, experiences and perspectives in new and innovative ways to come up with inventive solutions.

Example scenarios of creativity

Cost reduction: creative problem solvers within a manufacturing company might look at new ways to reduce production costs by using waste materials.
Customer experience: a retail chain might look at implementing interactive displays and engaging store layouts to increase customer satisfaction and sales.

Collaboration

It’s not always easy to work with other people, but collaboration is a key element in problem solving, allowing you to make use of different perspectives and areas of expertise to find solutions.

Example scenarios

Healthcare diagnosis: in a hospital setting, medical professionals collaborate to diagnose complex medical cases.
Project management: project managers coordinate efforts, allocate resources and address issues that may arise during a project's lifecycle.

Conflict Resolution

Being able to mediate conflicts is a great skill to have. It involves facilitating open communication, understanding different perspectives and finding solutions that work for everyone. Conflict resolution is essential for managing any differences in opinion that arise.

Example scenarios of conflict resolution

Client dispute: a customer might be dissatisfied with a product or service and demand a refund. The customer service representative addresses the issue through active listening and negotiation to reach a solution.
Project delay: a project manager might face resistance from team members about a change in project scope and will need to find a middle ground before the project can continue.

Risk management

Risk management is essential across many workplaces. It involves analysing potential threats and opportunities, evaluating their impact and implementing strategies to minimise negative consequences. Risk management is closely tied to problem solving, as it addresses potential obstacles and challenges that may arise during the problem solving process.

Example scenarios of risk management

Project risk management: in a construction project, risk management involves identifying potential delays, cost overruns and safety hazards. Risk mitigation strategies are developed, such as scheduling buffers and establishing safety protocols.
Financial risk management: in financial institutions, risk management assesses and manages risks associated with investments and lending.

Communication

Effective communication is a skill that will get you far in all areas of life. When it comes to problem solving, communication plays an important role in facilitating collaboration, sharing insights and ensuring that all stakeholders have the same expectations.

Example scenarios of communication

Customer service improvement: in a retail environment, open communication channels result in higher customer satisfaction scores.
Safety enhancement: in a manufacturing facility, a robust communication strategy that includes safety briefings, incident reporting and employee training helps minimise accidents and injuries.

How to improve problem solving skills

Ready to improve your problem solving skills? In this section we explore strategies and techniques that will give you a head start in developing better problem solving skills.

Adopt the problem solving mindset

Developing a problem solving mindset will help you tackle challenges effectively . Start by accepting problems as opportunities for growth and learning, rather than as obstacles or setbacks. This will allow you to approach every challenge with a can-do attitude.

Patience is also essential, because it will allow you to work through the problem and its various solutions mindfully. Persistence is also important, so you can keep adapting your approach until you find the right solution.

Finally, don’t forget to ask questions. What do you need to know? What assumptions are you making? What can you learn from previous attempts? Approach problem solving as an opportunity to acquire new skills . Stay curious, seek out solutions, explore new possibilities and remain open to different problem solving approaches.

Understand the problem

There’s no point trying to solve a problem you don’t understand. To analyse a problem effectively, you need to be able to define it. This allows you to break it down into smaller parts, making it easier to find causes and potential solutions. Start with a well-defined problem statement that is precise and specific. This will help you focus your efforts on the core issue, so you don’t waste time and resources on the wrong concerns.

Strategies for problem analysis

Start with the problem statement and ask ‘Why?’ multiple times to dig deeper.
Gather relevant data and information related to the problem.
Include those affected by the problem in the analysis process.
Compare the current problem with similar situations or cases to gain valuable insights.
Use simulations to explore potential outcomes of different solutions.
Continuously gather feedback during the problem solving process.

Develop critical thinking and creativity skills

Critical thinking and creativity are both important when it comes to looking at the problem objectively and thinking outside the box. Critical thinking encourages you to question assumptions, recognise biases and seek evidence to support your conclusions. Creative thinking allows you to look at the problem from different angles to reveal new insights and opportunities.

Enhance research and decision-making skills

Research and decision-making skills are pivotal in problem solving as they enable you to gather relevant information, analyse options and choose the best course of action. Research provides the information and data needed, and ensures that you have a comprehensive understanding of the problem and its context. Effective decision-making is about selecting the solution that best addresses the problem.

Strategies to improve research and decision-making skills

Clearly define what you want to achieve through research.
Use a variety of sources, including books, articles, research papers, interviews, surveys and online databases.
Evaluate the credibility and reliability of your information sources.
Incorporate risk assessment into your decision-making process.
Seek input from experts, colleagues and mentors when making important decisions.
After making decisions, reflect on the outcomes and lessons learned. Use this to improve your decision-making skills over time.

Strengthen collaboration skills

Being able to work with others is one of the most important skills to have at work. Collaboration skills enable everyone to work effectively as a team, share their perspectives and collectively find solutions.

Tips for improving teamwork and collaboration

Define people’s roles and responsibilities within the team.
Encourage an environment of open communication where team members feel comfortable sharing ideas.
Practise active listening by giving full attention to others when they speak.
Hold regular check-in sessions to monitor progress, discuss challenges and make adjustments as needed.
Use collaboration tools and platforms to facilitate communication and document progress.
Acknowledge and celebrate team achievements and milestones.

Learn from past experiences

Once you’ve overcome a challenge, take the time to look back with a critical eye. How effective was the outcome? Could you have tweaked anything in your process? Learning from past experiences is important when it comes to problem solving. It involves reflecting on both successes and failures to gain insights, refine strategies and make more informed decisions in the future.

Strategies for learning from past mistakes

After completing a problem solving effort, gather your team for a debriefing session. Discuss what went well and what could have been better.
Conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) of resolved problems.
Evaluate the outcomes of past solutions. Did they achieve the desired results?
Commit to continuous learning and improvement.

Leverage problem solving tools and resources

Problem-solving tools and resources are a great help when it comes to navigating complex challenges. These tools offer structured approaches, methodologies and resources that can streamline the process.

Tools and resources for problem solving

Mind mapping: mind maps visually organise ideas, concepts and their relationships.
SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis: helps in strategic planning and decision-making.
Fishbone diagram (Ishikawa Diagram): this tool visually represents the potential root causes of a problem, helping you identify underlying factors contributing to an issue.
Decision matrices: these assist in evaluating options by assigning weights and scores to criteria and alternatives.
Process flowcharts: these allow you to see the steps of a process in sequence, helping identify where the problem is occuring.
Decision support software: software applications and tools, such as data analytics platforms, can help in data-driven decision-making and problem solving.
Online courses and training: allow you to acquire new skills and knowledge.

Regular practice

Practice makes perfect! Using your skills in real life allows you to refine them, adapt to new challenges and build confidence in your problem solving capabilities. Make sure to try out these skills whenever you can.

Practical problem solving exercises

Do puzzles, riddles and brainteasers regularly.
Identify real-life challenges or dilemmas you encounter and practice applying problem solving techniques to these situations.
Analyse case studies or scenarios relevant to your field or industry.
Regularly review past problem solving experiences and consider what you learned from them.
Attend workshops, webinars or training sessions focused on problem solving.

How to highlight problem solving skills on a resumé

Effectively showcasing your problem solving skills on your resumé is a great way to demonstrate your ability to address challenges and add value to a workplace. We'll explore how to demonstrate problem solving skills on your resumé, so you stand out from the crowd.

Incorporating problem solving skills in the resumé summary

A resumé summary is your introduction to potential employers and provides an opportunity to succinctly showcase your skills. The resumé summary is often the first section employers read. It offers a snapshot of your qualifications and sets the tone for the rest of your resumé.

Your resumé summary should be customised for different job applications, ensuring that you highlight the specific problem solving skills relevant to the position you’re applying for.

Example 1: Project manager with a proven track record of solving complex operational challenges. Skilled in identifying root causes, developing innovative solutions and leading teams to successful project completion.

Example 2: Detail-oriented data analyst with strong problem solving skills. Proficient in data-driven decision-making, quantitative analysis and using statistical tools to solve business problems.

Highlighting problem solving skills in the experience section

The experience section of your resumé presents the perfect opportunity to demonstrate your problem solving skills in action.

Start with action verbs: begin each bullet point in your job descriptions with strong action verbs such as, analysed, implemented, resolved and optimised.
Quantify achievements: use numbers and percentages to illustrate the impact of your solutions. For example: Increased efficiency by 25% by implementing a new workflow process.
Emphasise challenges: describe the specific challenges or problems you faced in your roles.
Solution-oriented language: mention the steps you took to find solutions and the outcomes achieved.

Including problem solving skills in the skills section

The skills section of your resumé should showcase your top abilities, including problem solving skills. Here are some tips for including these skills.

Use a subsection: within your skills section, you could create a subsection specifically dedicated to problem solving skills – especially if the role calls for these skills.
Be specific: when listing problem solving skills, be specific about the types of role-related problems you can address.
Prioritise relevant skills: tailor the list of problem solving skills to match the requirements of the job you're applying for.

Examples of problem solving skills to include:

Creative problem solving
Decision making
Root cause analysis
Strategic problem solving
Data-driven problem solving
Interpersonal conflict resolution
Adaptability
Communication skills
Problem solving tools
Negotiation skills

Demonstrating problem solving skills in project sections or case studies

Including a dedicated section for projects or case studies in your resumé allows you to provide specific examples of your problem solving skills in action. It goes beyond simply listing skills, to demonstrate how you are able to apply those skills to real-world challenges.

Example – Data Analysis

Case Study: Market Expansion Strategy

Challenge: the company was looking to expand into new markets but lacked data on consumer preferences and market dynamics.
Solution: conducted comprehensive market research, including surveys and competitor analysis. Applied this research to identify target customer segments and developed a data-driven market-entry strategy.
Result: successfully launched in two new markets, reaching our target of 30% market share within the first year.

Using problem solving skills in cover letters

A well-crafted cover letter is your first impression on any potential employer. Integrating problem solving skills can support your job application by showcasing your ability to address challenges and contribute effectively to their team. Here’s a quick run-down on what to include:

Begin your cover letter by briefly mentioning the position you're applying for and your enthusiasm for it.
Identify a specific challenge or issue that the company may be facing, to demonstrate your research and understanding of their needs.
Include a brief story or scenario from your past experiences where you successfully applied problem solving skills to address a similar challenge.
Highlight the positive outcomes or results achieved through your problem solving efforts.
Explain how your skills make you the ideal person to address their specific challenges.

Problem solving skills are essential in all areas of life, enabling you to overcome challenges, make informed decisions, settle conflicts and drive innovation. We've explored the significance of problem solving skills and how to improve, demonstrate and leverage them effectively. It’s an ever-evolving skill set that can be refined over time.

By actively incorporating problem solving skills into your day-to-day, you can become a more effective problem solver at work and in your personal life as well.

What are some common problem solving techniques?

Common problem solving techniques include brainstorming, root cause analysis, SWOT analysis, decision matrices, the scientific method and the PDCA (Plan-Do-Check-Act) cycle. These techniques offer structured approaches to identify, analyse and address problems effectively.

How can I improve my critical thinking skills?

Improving critical thinking involves practising skills such as analysis, evaluation and problem solving. It helps to engage in activities like reading, solving puzzles, debating and self-reflection.

What are some common obstacles to problem solving?

Common obstacles to problem solving include biases, lack of information or resources, and resistance to change. Recognising and addressing these obstacles is essential for effective problem solving.

How can I overcome resistance to change when implementing a solution?

To overcome resistance to change, it's essential to communicate the benefits of the proposed solution clearly, involve stakeholders in the decision-making process, address concerns and monitor the implementation's progress to demonstrate its effectiveness.

How can problem solving skills benefit my career?

Problem solving skills are highly valuable in a career as they enable you to navigate challenges, make informed decisions, adapt to change and contribute to innovation and efficiency. These skills enhance your professional effectiveness and can lead to career advancement and increased job satisfaction.

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3 Simple Strategies to Improve Students’ Problem-Solving Skills

These strategies are designed to make sure students have a good understanding of problems before attempting to solve them.

Research provides a striking revelation about problem solvers. The best problem solvers approach problems much differently than novices. For instance, one meta-study showed that when experts evaluate graphs , they tend to spend less time on tasks and answer choices and more time on evaluating the axes’ labels and the relationships of variables within the graphs. In other words, they spend more time up front making sense of the data before moving to addressing the task.

While slower in solving problems, experts use this additional up-front time to more efficiently and effectively solve the problem. In one study, researchers found that experts were much better at “information extraction” or pulling the information they needed to solve the problem later in the problem than novices. This was due to the fact that they started a problem-solving process by evaluating specific assumptions within problems, asking predictive questions, and then comparing and contrasting their predictions with results. For example, expert problem solvers look at the problem context and ask a number of questions:

What do we know about the context of the problem?
What assumptions are underlying the problem? What’s the story here?
What qualitative and quantitative information is pertinent?
What might the problem context be telling us? What questions arise from the information we are reading or reviewing?
What are important trends and patterns?

As such, expert problem solvers don’t jump to the presented problem or rush to solutions. They invest the time necessary to make sense of the problem.

Now, think about your own students: Do they immediately jump to the question, or do they take time to understand the problem context? Do they identify the relevant variables, look for patterns, and then focus on the specific tasks?

If your students are struggling to develop the habit of sense-making in a problem- solving context, this is a perfect time to incorporate a few short and sharp strategies to support them.

3 Ways to Improve Student Problem-Solving

1. Slow reveal graphs: The brilliant strategy crafted by K–8 math specialist Jenna Laib and her colleagues provides teachers with an opportunity to gradually display complex graphical information and build students’ questioning, sense-making, and evaluating predictions.

For instance, in one third-grade class, students are given a bar graph without any labels or identifying information except for bars emerging from a horizontal line on the bottom of the slide. Over time, students learn about the categories on the x -axis (types of animals) and the quantities specified on the y -axis (number of baby teeth).

The graphs and the topics range in complexity from studying the standard deviation of temperatures in Antarctica to the use of scatterplots to compare working hours across OECD (Organization for Economic Cooperation and Development) countries. The website offers a number of graphs on Google Slides and suggests questions that teachers may ask students. Furthermore, this site allows teachers to search by type of graph (e.g., scatterplot) or topic (e.g., social justice).

2. Three reads: The three-reads strategy tasks students with evaluating a word problem in three different ways . First, students encounter a problem without having access to the question—for instance, “There are 20 kangaroos on the grassland. Three hop away.” Students are expected to discuss the context of the problem without emphasizing the quantities. For instance, a student may say, “We know that there are a total amount of kangaroos, and the total shrinks because some kangaroos hop away.”

Next, students discuss the important quantities and what questions may be generated. Finally, students receive and address the actual problem. Here they can both evaluate how close their predicted questions were from the actual questions and solve the actual problem.

To get started, consider using the numberless word problems on educator Brian Bushart’s site . For those teaching high school, consider using your own textbook word problems for this activity. Simply create three slides to present to students that include context (e.g., on the first slide state, “A salesman sold twice as much pears in the afternoon as in the morning”). The second slide would include quantities (e.g., “He sold 360 kilograms of pears”), and the third slide would include the actual question (e.g., “How many kilograms did he sell in the morning and how many in the afternoon?”). One additional suggestion for teams to consider is to have students solve the questions they generated before revealing the actual question.

3. Three-Act Tasks: Originally created by Dan Meyer, three-act tasks follow the three acts of a story . The first act is typically called the “setup,” followed by the “confrontation” and then the “resolution.”

This storyline process can be used in mathematics in which students encounter a contextual problem (e.g., a pool is being filled with soda). Here students work to identify the important aspects of the problem. During the second act, students build knowledge and skill to solve the problem (e.g., they learn how to calculate the volume of particular spaces). Finally, students solve the problem and evaluate their answers (e.g., how close were their calculations to the actual specifications of the pool and the amount of liquid that filled it).

Often, teachers add a fourth act (i.e., “the sequel”), in which students encounter a similar problem but in a different context (e.g., they have to estimate the volume of a lava lamp). There are also a number of elementary examples that have been developed by math teachers including GFletchy , which offers pre-kindergarten to middle school activities including counting squares , peas in a pod , and shark bait .

Students need to learn how to slow down and think through a problem context. The aforementioned strategies are quick ways teachers can begin to support students in developing the habits needed to effectively and efficiently tackle complex problem-solving.

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Why Problem-Solving Skills Are Essential for Leaders in Any Industry

Business man leading team in problem-solving exercise with white board

17 Jan 2023

Any organization offering a product or service is in the business of solving problems.

Whether providing medical care to address health issues or quick convenience to those hungry for dinner, a business’s purpose is to satisfy customer needs .

In addition to solving customers’ problems, you’ll undoubtedly encounter challenges within your organization as it evolves to meet customer needs. You’re likely to experience growing pains in the form of missed targets, unattained goals, and team disagreements.

Yet, the ubiquity of problems doesn’t have to be discouraging; with the right frameworks and tools, you can build the skills to solve consumers' and your organization’s most challenging issues.

Here’s a primer on problem-solving in business, why it’s important, the skills you need, and how to build them.

Access your free e-book today.

What Is Problem-Solving in Business?

Problem-solving is the process of systematically removing barriers that prevent you or others from reaching goals.

Your business removes obstacles in customers’ lives through its products or services, just as you can remove obstacles that keep your team from achieving business goals.

Design Thinking

Design thinking , as described by Harvard Business School Dean Srikant Datar in the online course Design Thinking and Innovation , is a human-centered , solutions-based approach to problem-solving and innovation. Originally created for product design, design thinking’s use case has evolved . It’s now used to solve internal business problems, too.

The design thinking process has four stages :

Clarify: Clarify a problem through research and feedback from those impacted.
Ideate: Armed with new insights, generate as many solutions as possible.
Develop: Combine and cull your ideas into a short list of viable, feasible, and desirable options before building prototypes (if making physical products) and creating a plan of action (if solving an intangible problem).
Implement: Execute the strongest idea, ensuring clear communication with all stakeholders about its potential value and deliberate reasoning.

Using this framework, you can generate innovative ideas that wouldn’t have surfaced otherwise.

Creative Problem-Solving

Another, less structured approach to challenges is creative problem-solving , which employs a series of exercises to explore open-ended solutions and develop new perspectives. This is especially useful when a problem’s root cause has yet to be defined.

You can use creative problem-solving tools in design thinking’s “ideate” stage, which include:

Brainstorming: Instruct everyone to develop as many ideas as possible in an allotted time frame without passing judgment.
Divergent thinking exercises: Rather than arriving at the same conclusion (convergent thinking), instruct everyone to come up with a unique idea for a given prompt (divergent thinking). This type of exercise helps avoid the tendency to agree with others’ ideas without considering alternatives.
Alternate worlds: Ask your team to consider how various personas would manage the problem. For instance, how would a pilot approach it? What about a young child? What about a seasoned engineer?

It can be tempting to fall back on how problems have been solved before, especially if they worked well. However, if you’re striving for innovation, relying on existing systems can stunt your company’s growth.

Related: How to Be a More Creative Problem-Solver at Work: 8 Tips

Why Is Problem-Solving Important for Leaders?

While obstacles’ specifics vary between industries, strong problem-solving skills are crucial for leaders in any field.

Whether building a new product or dealing with internal issues, you’re bound to come up against challenges. Having frameworks and tools at your disposal when they arise can turn issues into opportunities.

As a leader, it’s rarely your responsibility to solve a problem single-handedly, so it’s crucial to know how to empower employees to work together to find the best solution.

Your job is to guide them through each step of the framework and set the parameters and prompts within which they can be creative. Then, you can develop a list of ideas together, test the best ones, and implement the chosen solution.

Related: 5 Design Thinking Skills for Business Professionals

4 Problem-Solving Skills All Leaders Need

1. problem framing.

One key skill for any leader is framing problems in a way that makes sense for their organization. Problem framing is defined in Design Thinking and Innovation as determining the scope, context, and perspective of the problem you’re trying to solve.

“Before you begin to generate solutions for your problem, you must always think hard about how you’re going to frame that problem,” Datar says in the course.

For instance, imagine you work for a company that sells children’s sneakers, and sales have plummeted. When framing the problem, consider:

What is the children’s sneaker market like right now?
Should we improve the quality of our sneakers?
Should we assess all children’s footwear?
Is this a marketing issue for children’s sneakers specifically?
Is this a bigger issue that impacts how we should market or produce all footwear?

While there’s no one right way to frame a problem, how you do can impact the solutions you generate. It’s imperative to accurately frame problems to align with organizational priorities and ensure your team generates useful ideas for your firm.

To solve a problem, you need to empathize with those impacted by it. Empathy is the ability to understand others’ emotions and experiences. While many believe empathy is a fixed trait, it’s a skill you can strengthen through practice.

When confronted with a problem, consider whom it impacts. Returning to the children’s sneaker example, think of who’s affected:

Your organization’s employees, because sales are down
The customers who typically buy your sneakers
The children who typically wear your sneakers

Empathy is required to get to the problem’s root and consider each group’s perspective. Assuming someone’s perspective often isn’t accurate, so the best way to get that information is by collecting user feedback.

For instance, if you asked customers who typically buy your children’s sneakers why they’ve stopped, they could say, “A new brand of children’s sneakers came onto the market that have soles with more traction. I want my child to be as safe as possible, so I bought those instead.”

When someone shares their feelings and experiences, you have an opportunity to empathize with them. This can yield solutions to their problem that directly address its root and shows you care. In this case, you may design a new line of children’s sneakers with extremely grippy soles for added safety, knowing that’s what your customers care most about.

Related: 3 Effective Methods for Assessing Customer Needs

3. Breaking Cognitive Fixedness

Cognitive fixedness is a state of mind in which you examine situations through the lens of past experiences. This locks you into one mindset rather than allowing you to consider alternative possibilities.

For instance, your cognitive fixedness may make you think rubber is the only material for sneaker treads. What else could you use? Is there a grippier alternative you haven’t considered?

Problem-solving is all about overcoming cognitive fixedness. You not only need to foster this skill in yourself but among your team.

4. Creating a Psychologically Safe Environment

As a leader, it’s your job to create an environment conducive to problem-solving. In a psychologically safe environment, all team members feel comfortable bringing ideas to the table, which are likely influenced by their personal opinions and experiences.

If employees are penalized for “bad” ideas or chastised for questioning long-held procedures and systems, innovation has no place to take root.

By employing the design thinking framework and creative problem-solving exercises, you can foster a setting in which your team feels comfortable sharing ideas and new, innovative solutions can grow.

Design Thinking and Innovation | Uncover creative solutions to your business problems | Learn More

How to Build Problem-Solving Skills

The most obvious answer to how to build your problem-solving skills is perhaps the most intimidating: You must practice.

Again and again, you’ll encounter challenges, use creative problem-solving tools and design thinking frameworks, and assess results to learn what to do differently next time.

While most of your practice will occur within your organization, you can learn in a lower-stakes setting by taking an online course, such as Design Thinking and Innovation . Datar guides you through each tool and framework, presenting real-world business examples to help you envision how you would approach the same types of problems in your organization.

Are you interested in uncovering innovative solutions for your organization’s business problems? Explore Design Thinking and Innovation —one of our online entrepreneurship and innovation courses —to learn how to leverage proven frameworks and tools to solve challenges. Not sure which course is right for you? Download our free flowchart .

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How does coding enhance problem-solving skills in education?

Learning to code enhances students' problem-solving, logical thinking, and creativity across subjects, preparing them for future academic and career success. integrating coding into education fosters essential skills like collaboration, communication, and critical thinking..

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How does coding enhance problem-solving skills in education?

In this digital age, Coding has become as essential as reading and writing. Interestingly, beyond its core application in computer science, Coding can significantly boost students' understanding of, and performance in, other subjects as well. Students would benefit greatly if schools incorporated coding into their curricula, equipping them with the skills needed for academic success and future careers.

LOGICAL THINKING AND PROBLEM-SOLVING SKILLS

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9 Best Mind Mapping Courses To Build New Skills In 2024

Galen is a digital project manager with over 10 years of experience shaping and delivering human-centered digital transformation initiatives in government, healthcare, transit, and retail. He is a digital project management nerd, a cultivator of highly collaborative teams, and an impulsive sharer of knowledge. He's also the co-founder of The Digital Project Manager and host of The DPM Podcast.

Here are my top picks for mind mapping courses that will help you build up your brainstorming, problem-solving, and planning skills. Boost your creativity, get your projects organized, and address challenges in your project quicker with mind mapping.

best Mind mapping courses text on green and black background

Mind mapping courses are a great way to learn the ins and outs of this popular technique for brainstorming and problem-solving. They can help you make sure you're getting your mind maps right and staying organized (instead of adding to your already cluttered folder of project documents).

Here's a summary of each course to help you learn who it's for and why it's great.

Best Mind Mapping Courses Shortlist

Here's a shortlist of the best mind mapping courses I think are worth your time in 2024:

Mind Mapping Mastery –> Effective Mind Maps –> Step by Step
Complete Mind Mapping Course: Beginner to Advanced Technique
Brainstorming Course — Solve Problems Faster by Mind Mapping
7 Day Mind Map Mastery Course
Mind Mapping Diploma Course
Breakthrough Mind Mapping
The Structure of Thinking - Lists, Tree Diagrams & Mind Maps
Barry's Briefs: Concept Map/Diagrams Compared to Mind Maps
The Mind Mapping Experts MasterClass For Success

Find more details about each course below.

Overviews Of The Best Mind Mapping Courses

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1. Mind Mapping Mastery → Effective Mind Maps → Step by Step

Udemy Mind Mapping Mastery → Effective Mind Maps → Step by Step Course Page screenshot

This course provides a step-by-step guide to creating effective mind maps. It focuses on practical techniques to enhance your mind mapping skills.

Who It’s For: Beginners and intermediate users
Basics of mind mapping
Advanced mind mapping techniques
Practical applications
Online, In-Person, or Both? Online
Exam Required? No
Duration: 8 hours
How Many Hours Of Instruction: Self-paced
Eligibility Requirements: None
Price: $139.99
Take The Course: Udemy

2. Complete Mind Mapping Course: Beginner to Advanced Technique

Udemy Complete Mind Mapping Course: Beginner to Advanced Technique screenshot

This course covers mind mapping techniques from beginner to advanced levels. It aims to improve your problem-solving and brainstorming skills.

Who It’s For: Anyone looking to improve their mind mapping skills
Introduction to mind mapping
Advanced techniques
Real-world applications
Duration: 1.5 hours
How Many Hours Of Instruction: 1.5 hours
Price: $27.99

3. Brainstorming Course — Solve Problems Faster by Mind Mapping

Skill share Brainstorming Course — Solve Problems Faster by Mind Mapping Screenshot

This course focuses on how project manager can use mind mapping for brainstorming and problem-solving. It provides techniques to generate ideas quickly and efficiently.

Who It’s For: Professionals and students
Brainstorming techniques
Problem-solving strategies
Mind mapping tools
Duration: 26 minutes
How Many Hours Of Instruction: 26 minutes
Price: Subscription-based
Take The Course: Skillshare

4. 7 Day Mind Map Mastery Course

Mindmap Nation 7 Day Mind Map Mastery Course Page screenshot

This course is designed to teach mind mapping in just seven days. It includes daily lessons and exercises to build your skills quickly.

Who It’s For: Anyone looking for a quick learning experience in mind mapping
Daily mind mapping exercises
Skill-building techniques
Duration: 7 days
How Many Hours Of Instruction: 7 hours
Price: $169
Take The Course: Mind Map Nation

5. Mind Mapping Diploma Course

Center of Excellence Mind Mapping Diploma Course Page screenshot

This diploma course offers an in-depth study of mind mapping. It covers both theoretical and practical aspects to provide a comprehensive understanding.

Who It’s For: Those seeking a formal qualification
History of mind mapping
Techniques and tools
Exam Required? Yes
Duration: Self-paced
How Many Hours Of Instruction: 150 hours
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Designing a Context-Driven Problem-Solving Method with Metacognitive Scaffolding Experience Intervention for Biology Instruction

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Published: 27 August 2024

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Merga Dinssa Eticha ORCID: orcid.org/0009-0008-9263-3273 1 , 2 ,
Adula Bekele Hunde 3 &
Tsige Ketema 1

Learner-centered instructional practices, such as the metacognitive strategies scaffolding the problem-solving method for Biology instruction, have been shown to promote students’ autonomy and self-direction, significantly enhancing their understanding of scientific concepts. Thus, this study aimed to elucidate the importance and procedures of context analysis in the development of a context-driven problem-solving method with a metacognitive scaffolding instructional approach, which enhances students’ learning effectiveness in Biology. Therefore, the study was conducted in the Biology departments of secondary schools in Shambu Town, Oromia Region, Ethiopia. The study employed mixed-methods research to collect and analyze data, involving 12 teachers and 80 students. The data collection tools used were interviews, observations, and a questionnaire. The study revealed that conducting a context analysis that involves teachers, students, and learning contexts is essential in designing a context-driven problem-solving method with metacognitive scaffolding for Biology instruction, which provides authentic examples, instructional content, and engaging scenarios for teachers and students. As a result, the findings of this study provide a practical instructional strategy that can be applied to studies aimed at designing a context-driven problem-solving method with metacognitive scaffolding with the potential to influence instructional practices.

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Introduction

Biology is a vital subject in the Natural Sciences and enables learners to understand the mechanisms of living organisms and their practical applications for humans (Agaba, 2013 ). Therefore, Biology instruction requires interactive, learner-centered instructional methods like the problem-solving method with metacognitive scaffolding (PSMMS), which foster students to develop critical thinking, problem-solving, metacognitive, and scientific process skills (Al Azmy & Alebous, 2020 ; Inel & Balim, 2010 ) and help them make informed decisions regarding health and the environment, thereby advancing scientific knowledge (Aurah et al., 2011 ).

Although the focus is on students acquiring scientific knowledge and higher-order thinking skills (Senyigit, 2021 ), research revealed gaps in implementing the PSMMS in Biology, mainly due to the teachers’ limited experience in learner-centered methods (Agena, 2010 ; Beyessa, 2014 ), poor enhancement practices (MoE, 2019 ), tendency to use conventional problem-solving approaches (Aurah et al., 2011 ), and limited understanding of the roles of metacognition in instructional processes (Cimer, 2012 ). On the other hand, there is limited study on the importance of metacognitive instruction in scaffolding the problem-solving method in Biology, although it has a significant impact on students’ performance in mathematics and logical reasoning (Guner & Erbay, 2021 ).

In addition, metacognitive instructional strategies in primary school sciences and the contributions of metacognitive instructional intervention in developing countries are other areas where limited research has been done (Sbhatu, 2006). These challenges offer a study ground for investigating the intervention of metacognitive instructional methods in secondary schools, focusing on the problem-solving method in Biology. This study, therefore, aims to answer the research question, “How can context analysis be used to design a context-driven PSMMS and suggest PSMMS instructional guidelines to enhance students’ effective Biology learning?”

Theoretical Background

The problem-solving method.

The problem-solving method is a learner-centered approach that focuses on identifying, investigating, and solving problems (Ahmady & Nakhostin-Ruhi, 2014 ). The problem-solving method in Biology promotes advanced and critical thinking skills, enhancing students’ attitudes, academic performance, and subject understanding (Albay, 2019 ; Khaparde, 2019 ). Research has shown that students who learn using the problem-solving method outperform those who are taught conventionally (Nnorom, 2019 ). Studies have discussed that the problem-solving method encourages experimentation or learning through trial-and-error and also facilitates a constructivist learning environment by encouraging brainstorming and inquiry (e.g., Ishaku, 2015).

Metacognition

Metacognition, introduced by John Flavell in 1976, refers to an individual’s awareness, critical thinking, reflective judgment, and control of cognitive processes and strategies (Tachie, 2019 ). It consists of two main components, namely metacognitive knowledge and metacognitive regulation (Lai, 2011 ). Metacognitive knowledge involves understanding one’s own thinking, influencing performance, and effective use of methods through declarative, procedural, and conditional knowledge (Schraw et al., 2006 ; Sperling et al., 2004 ), while metacognitive regulation is about controlling thought processes and monitoring cognition, which involves planning, implementing, monitoring, and evaluating strategies (Aaltonen & Ikavalko, 2002 ; Zumbrunn et al., 2011 ).

Metacognitive instructional strategies are used to enhance learners’ effectiveness and support their learning process during the stages of forethought, performance, and self-reflection (Okoro & Chukwudi, 2011 ; Zimmerman, 2008 ). Therefore, metacognitive scaffolding, as described by Zimmerman ( 2008 ), is important in classroom interventions because it promotes problem-solving processes and supports metacognitive activities. According to Sbhatu (2006), understanding metacognitive processes and methods is fundamental for complex problem-solving tasks. Metacognitive functions are categorized based on the phases of the problem-solving method, including problem recognition, presentation, planning, execution, and evaluation (Kapa, 2001 ).

PSMMS in the Face of Globalization and Twenty-First Century Advancements

In the twenty-first century, societies rely on scientific and technological advances, and promoting scientific literacy is crucial for their integration into interactive learning environments (Chu et al., 2017 ). Studies suggest that science, technology, engineering, and mathematics (STEM) education promotes critical thinking, creativity, and problem-solving skills (Widya et al., 2019 ). Therefore, teachers should adopt a learning science and learner-centered approach and focus on higher-order thinking skills and problem-based tasks (Darling-Hammond et al., 2020 ; Nariman, 2014).

The implementation of metacognitive strategies as a scaffold system for the problem-solving method, which simultaneously fosters the development of higher-order skills in their Biology learning, helps students advance in the age of globalization and the twenty-first century. According to Chu et al. ( 2017 ), twenty-first century skills are classified into four categories, such as ways of thinking, ways of working, tools for working, and ways of living in an advanced world. Therefore, studies suggest that teachers can help students develop twenty-first century skills and influence learning through metacognition, thereby promoting self-directed learning (Stehle & Peters-Burton, 2019 ; Tosun & Senocak, 2013 ).

The Problem-Solving Method and Metacognition in Biology Instruction in Ethiopia

The National Education and Training Policy emphasizes the importance of education, particularly in science and technology, in improving problem-solving skills, cultural development, and environmental conservation for holistic development (ETP, 1994 ). Similarly, the 2009 Ethiopian Education Curriculum Framework Document highlights higher-order skills as key competencies and promotes the application, analysis, synthesis, evaluation, and innovation of knowledge for the twenty-first century (MoE, 2009 ). Whereas, a third revision of the curriculum is needed to promote science and technology studies with an emphasis on advanced cognitive skills and a shift from teacher-centered to learner-centered instructional methods (MoE, 2020 ).

The 2009 curriculum framework also places a strong emphasis on Biology as a life science, promoting understanding of self and living things while encouraging critical thinking and problem-solving. Biology lessons that integrate the problem-solving method can enhance students’ academic performance and understanding of the subject (Agaba, 2013 ). However, the Ethiopian education system faces challenges due to limited instructional resources, poor instructional methods, and a lack of experience in practical (hands-on) activities (Eshete, 2001; ETP, 1994 ; MoE, 2005 ; Negash, 2006 ). On the other hand, teachers’ inability to demonstrate effective instructional practices may contribute to low academic performance (Ganyaupfu, 2013 ; Umar, 2011 ).

Challenges in Implementing the PSMMS in Biology Instruction

Metacognitive processes are crucial for guiding learners in problem-solving activities (Sbhatu, 2006), but assessing them can be challenging due to their covert nature (Georghiades, 2000 ). Just like other areas of study, implementing metacognitive scaffolding of the problem-solving method in Biology instruction faces challenges such as complex learning, outdated skills, self-study, overloaded curricula, and limited resources, as shown in Table 1 .

Context Analysis in the Design of the PSMMS for Biology Instruction

Biology lessons are designed for different contexts and consider factors such as the learning environment, prior knowledge, background information, and cultural orientation (Reich et al., 2006 ). For this study, the three domains of context analysis (learners, learning, and learning task contexts) of Smith and Ragan’s (2005) instructional design model (as cited in Getenet, 2020 ) are adapted to design a context-based PSMMS method to generate authentic examples, strong scenarios, and instructional content, as shown in Table 2 .

Research Design

The study analyzed the learning context, including the available instructional resources and facilities in selected schools in Shambu Town, considering teachers’ and students’ perspectives using a mixed-methods research design (Creswell, 2009 ; Creswell & Creswell, 2018 ).

Study Participants

The study was conducted in public secondary schools in Shambu Town. Two schools, namely Shambu Secondary and Preparatory School (ShSPS) and Shambu Secondary School (ShSS), were selected using purposive sampling. Additionally, two Natural Sciences grade 11 sections, one from each school, were selected for instructional intervention based on feedback from context analysis to design an instructional approach, specifically the PSMMS in this study. Thus, all 12 Biology teachers and 80 eleventh-grade students participated in this study (see Table 4 ).

Data Collection Instruments and Procedure

To analyze the contexts to design a context-driven PSMMS for Biology instruction, data were collected using interviews, observations, and a questionnaire. Interviews were conducted to get insights from teachers, while observations were used to assess classroom instructions and instructional resources. Likewise, a questionnaire was administered to students to collect quantitative data on their opinions about the use of PSMMS in Biology instruction. The questionnaire, which was adapted from existing literature (Kallio et al., 2017 ; Rahmawati et al., 2018 ), was initially produced in English and subsequently translated into local language (Afan Oromo) with the help of both software (English to Oromo translator software) and experts. The questionnaire was pilot-tested on a sample of 40 students (22 males and 18 females) to identify any deficiencies in the measuring instrument, and responses were rated on a five-point Likert scale ranging from strongly agree ( N = 5) to strongly disagree ( N = 1). The reliability score of the questionnaire was determined to be 0.895, which is at a good level of acceptability.

In this design-based research (DBR) to design an instructional approach for context-driven PSMMS, the data collection process follows a context analysis procedure. Subsequently, the quantitative data collection method is based on the qualitative approach. Accordingly, assessing the context and literature was the first step in the research process. The qualitative approach used interviews and observations for data collection and was also used to identify instructional deficiencies and formulate questions for quantitative data collection.

Data Analysis

This context-based study used both qualitative and quantitative methods to analyze the data collected. In this context-based study, data analysis was conducted on the complex networks of contextual components (Wang & Hannafin, 2005 ). According to Table 2 , the domains of context analysis and key themes that emerged and were applied in this study are listed in Table 3 .

Qualitative data included interviews and notes recorded on the observation checklist. These were analyzed through thematic categorization. Each record was first transcribed, imported into Excel for filtering, and then sent back to Microsoft Word for highlighting. The transcripts were read several times to get a feel for the whole thing. The observation checklist was assessed by watching video recordings and taking notes. However, SPSS software version 24.0 was used to analyze quantitative data using descriptive and inferential statistics, including frequency, percentage, mean, standard deviation, and one-sample t-test.

Results and Discussions

In the study, a total of 12 Biology teachers participated, with 11 males and one female. As displayed in Table 4 , 41.67% of the teacher participants were from ShSPS, while 58.33% were from ShSS. The majority of these teachers had master’s degrees and had over ten years of teaching experience. As for the students involved, 52.5% were from ShSS and 47.5% were from ShSPS. The sex ratio among the students was 51.25% males and 48.75% females (Table 4 ).

Teachers’ Context Analysis

Beliefs about the practices of using the psmms in biology instruction.

The study analyzed teachers’ beliefs about the importance of the PSMMS in Biology instruction. Accordingly, most teachers interviewed (10 out of 12) stated that PSMMS improves students’ learning by enhancing their thinking skills, subject understanding, self-directed learning techniques, and behavior change, suggesting that it has a significant impact on students’ learning. About this, the study participant gave the following illustrative response:

In my opinion, using PSMMS in Biology classes improves students’ higher-order thinking skills by allowing them to understand and articulate problems in their context, stimulate reflection, and promote practical application knowledge (Teacher 4, ShSPS).

Concerning supportive learning, most of the teachers (nine out of 12) believed that it could enhance students’ engagement despite challenges in understanding and learning. About this, research participants said the following:

The PSMMS provides an engaging approach to Biology learning that promotes students’ active engagement and strengthens their awareness and understanding of the objectives and concepts they are expected to understand (Teacher 1, ShSS). Despite the challenge, I believe that using metacognitive scaffolding in the problem-solving method will help students develop their critical thinking skills. In addition, both teachers and students enjoy participating in the teaching-learning process in a classroom environment that is conducive to learning (Teacher 4, ShSPS).

The majority of teachers (eight out of 12) interviewed about PSMMS in Biology instruction argued that it is not commonly used in classrooms and instead relies on established methods like group discussions, pre-learning questions, projects, and quizzes. Some sample responses from teachers are:

The problem-solving method augmented by metacognition is crucial to learning Biology, although students and teachers have limited experience. However, motivated students using this strategy can make the Biology learning experience attractive (Teacher 2, ShSPS). Most students find learning Biology through the PSMMS a tiresome activity and believe that it is too challenging to achieve their learning goals (Teacher 1, ShSPS). The inability to implement the PSMMS in Biology learning experiences is attributed to inadequate laboratory equipment, teaching aids, and school facilities (Teacher 7, ShSS). On some occasions, I provide students with classwork, plans for implementing teaching strategies, arrange group discussions, and assist them in practicing subject-related skills. I then provide background information, promote class engagement, guide responses to questions, assess students’ existing knowledge and goals, provide relevant comments, and guide their thinking (Teacher 4, ShSPS).

Based on the results of the data analysis, it was found that teachers’ perceptions of the importance of the PSMMS to students’ Biology learning contributed significantly to the analysis of the learning context. Accordingly, the contribution of the PSMMS was to enhance students’ Biology learning by improving their critical thinking and learning experiences. Consistent with these findings, teachers’ positive beliefs about classroom problem-solving processes influence their approach to effective Biology teaching (Ishaku, 2015), and integrating metacognitive classroom interventions improves student learning, as evidenced by changes in conceptual learning and problem-solving skills (Guterman, 2002 ; Howard et al., 2001 ).

Observation of Teachers’ Classroom Instruction

The classroom instructional situation was observed to examine the effectiveness of PSMMS for Biology instruction. Consequently, teachers’ use of the PSMMS in Biology lessons was observed. According to the observation checklist, a total of 12 lessons, each lasting 40 minutes, were audited. The first step was to examine teachers’ daily lesson plans. Objectives were found to center predominantly on cognitive domains, neglecting higher-order problem-solving and metacognitive skills. This was evident from the use of terms such as “understand,” “know,” “write,” “explain,” and “describe” in the lesson plan objectives, which hold little significance for teaching Biology using the PSMMS. This finding is consistent with previous research (Chandio et al., 2016 ; Hyder & Bhamani, 2016 ) showing that the objectives of classroom lesson plans often focus on the lower cognitive domain, indicating lower-level knowledge acquisition.

Observing how teachers deliver lessons in the classroom revealed that they often require students to participate in group discussions, which they believe is a learner-centered approach. However, student engagement was limited, and the details of the tasks that students were expected to discuss were not outlined. Additionally, in the lessons observed, teachers failed to engage students, connect theory with practical applications, or support activity-based learning. On the other hand, teachers still have limited opportunities to assess understanding through targeted questions and encourage the use of critical thinking skills. Only oral questions, tests, or quizzes are used as an assessment method. These results were contradictory to the findings of other researchers’ studies, such as Ahmady and Nakhostin-Ruhi ( 2014 ) and Ishaku (2015), where teachers’ classroom lesson delivery is based on students’ constructivist and learner-centered environment acquiring advanced and critical thinking skills from Biology lessons.

The observation raised further questions regarding multimodal lesson delivery, revealing the use of visual representations of figures and diagrams in addition to the usual lecture style (auditory), raising additional concerns about multimodal instructional delivery. Therefore, there was no way to verify whether students had acquired the required higher-order skills, such as problem-solving and metacognitive skills, during their Biology learning. This finding contradicts the findings of Syofyan and Siwi’s ( 2018 ) research, which claims that students’ learning approaches are influenced by their sensory experiences. Consequently, students employ all their senses to capture information when teachers employ visual, auditory, and kinesthetic learning styles.

Students’ Context Analysis

The section presents the results of students’ responses collected using survey questions. Using a questionnaire with a five-point Likert scale ranging from strongly agree to strongly disagree (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree), the impact of using PSMMS in Biology learning practices on students’ problem-solving and metacognitive skills was examined. The questionnaire had a response rate of 80 out of 98 (81.63%), indicating satisfactory status and acceptable use of the instrument. Therefore, in students’ responses to the survey questions on Biology learning practices using the PSMMS, there is significant ( p < 0.05) variation across all dimensions of the items (M = 4.32, SD = 1.30), with mean scores above 4 indicating general students’ agreement with most items listed in Table 5 .

Regarding the problem-solving skills (Items 1–5) that students would acquire in their Biology learning practices using the PSMMS in Biology lessons, the strongest agreement was to investigate and identify the most effective problem-solving strategies (Item 4, M = 4.25, SD = 1.11), followed by creating the framework and design of the problem-solving activities (Item 2, M = 4.05, SD = 1.16), appropriately evaluating the results and providing alternative solutions to the problems (Item 5, M = 3.91, SD = 1.21), and identifying the problem in the problem sketch and interpreting the final result (Item 1, M = 3.90, SD = 1.28). On the other hand, students typically expressed less positive views about the PSMMS’s use of Biology instruction to enhance laboratory knowledge and problem-solving skills (Item 3, M = 3.25, SD = 1.57), despite significant differences in response patterns (Table 5 ).

Concerning students’ responses to the questionnaire items on metacognitive skills (Items 6–15) acquired in their Biology learning practices using the PSMMS, Table 5 shows that the most positive item states that the use of the PSMMS helps set clear learning objectives (Item 7, M = 4.36, SD = 1.09) and evaluates success by asking how well they did (Item 15, M = 4.29, SD = 1.10). Students tended to be less positive about learning Biology using the PSMMS, which is used to create examples and diagrams to make information more meaningful (Item 9, M = 3.83, SD = 1.21), despite the wide range of response patterns (Table 5 ). As a result, using PSMMS in Biology instruction helps students learn essential planning (Items 6–8), implementing (Items 9 and 10), monitoring (Items 11 and 12), and evaluating (Items 13–15) strategies for practice and to learn real-world applications of Biology (Table 5 ).

After data analysis of students’ responses to the survey questions, it was found that the PSMMS instructional approach is effective in helping students acquire problem-solving and metacognitive skills in their Biology learning practices. However, teachers’ responses, classroom observations, and resource availability indicated that the PSMMS approach was not effectively used to improve students’ problem-solving skills and strategies in Biology learning. The study highlights the disadvantages of shortages of laboratory facilities and large class sizes when implementing learner-centered practices in schools. These issues are supported by Kawishe’s (2016) study. Additionally, the PSMMS was not effectively applied in Biology instruction, resulting in students’ inability to develop metacognitive strategies and skills. Therefore, as studies have shown, students face challenges in acquiring metacognitive knowledge and regulation, which are crucial for the development of higher-order thinking skills in Biology learning (Aaltonen & Ikavalko, 2002 ; Lai, 2011 ).

Learning Context Analysis

This section presents the learning context analysis of PSMMS-based Biology instruction for two aspects, namely the availability of instructional resources in laboratories and pedagogical centers and the challenges in implementing the PSMMS in Biology instruction at Shambu Secondary and Preparatory School (ShSPS) and Shambu Secondary School (ShSS). Each is described below.

Availability of Instructional Resources in the Laboratories and Pedagogical Centers

In this section, a physical observation was conducted to assess the availability of instructional resources in Biology laboratories and pedagogical centers. The observation checklists were used to examine the impacts of their availability on Biology instruction using PSMMS.

Concerning the observations of the laboratory resources, it was noted that the two schools have independent Biology laboratories, but their functioning is hindered by poor organization, display tables, and a lack of water supply and waste disposal systems, as shown in Table 6 . Some basic laboratory equipment and chemicals, including dissecting kits, centrifuges, measuring cylinders, protein foods, sodium hydroxide solution, 1% copper (II) sulfate solution, gas syringes, and hydrogen peroxide, are missing. One school, ShSS, has only seven resources out of 20 identified for observation, making it difficult to conduct laboratory activities (Table 6 ).

Regarding the observations of instructional or teaching resources in the pedagogical centers, the results are shown in Table 7 . The results showed that there were no independent or autonomous pedagogical centers in the two schools; instead, they used the Biology department offices as a pedagogical center and kept some teaching and learning aids there. On the other hand, only DNA and RNA models were accessible in ShSPS, while models of DNA and RNA as well as illustrations depicting the organization of animal cell structures were available in ShSS (Table 7 ).

Challenges of Using the PSMMS in Biology Instruction

In this case, the results of interviews with teachers and survey results from students about the challenges they encountered when using the PSMMS in Biology instruction were used. The results of teachers’ and students’ responses are described below.

Teachers’ interview responses regarding the challenges they encountered in implementing the PSMMS in Biology instruction served as the basis for teachers’ perspectives . With the exception of two teachers who gave insignificant responses, the other teachers’ responses were categorized thematically. Therefore, Table 8 contains the response categories by themes, the number of respondents (N), and examples of responses. According to most teachers ( N = 10), there is a lack of the required up-to-date knowledge, skills, and experience, and for other teachers ( N = 7), there are shortages of equipment and chemicals (in Biology laboratories) as well as instructional aids (in pedagogical centers), which are challenges of using the PSMMS in Biology instruction. They also mentioned that challenging factors, such as the high student-teacher ratio and time constraints ( N = 4), students’ deficiency of knowledge and attitudes towards learning ( N = 3), and problems with school administrative functions ( N = 1), have an impact on how well students learn Biology while using the PSMMS instructional approach (Table 8 ).

Students’ perspectives , however, were based on their responses to survey questions concerning the challenges of using the PSMMS in Biology lessons, as shown in Table 9 below. The study found statistically significant ( p < 0.05) differences across the five-item dimensions, with an average mean of 3.62 and a standard deviation of 1.36. Consequently, mean scores above 3 indicated that students agreed with the challenges of implementing the PSMMS in Biology instruction (Table 9 ).

As shown in Table 9 , the majority of students identified two key challenges to successfully implementing the PSMMS in their learning. These are shortages of instructional resources (Item 2, M = 3.56, SD = 1.39) and student difficulty in connecting their prior knowledge with Biological concepts (Item 1, M = 3.44, SD = 1.42). On the other hand, students responded that their teachers had the knowledge and awareness to conduct instructional processes using the PSMMS (Item 4, M = 3.95, SD = 1.22) and had the skills and competence to conduct instructional processes using the PSMMS (Item 5, M = 3.98, SD = 1.35). Table 9 also shows that, despite significant differences in response patterns, students generally had a negative opinion about the dominance of some students in collaborative work (Item 3, M = 3.16, SD = 1.43).

According to the analyzed data, one of the challenging factors was that teachers often lack the required knowledge and skills to facilitate learning, scaffold it, and successfully implement PSMMS in Biology instruction. In contrast, Belland et al. ( 2013 ) suggested that instructional scaffolds increase students’ autonomy, competence, and intimacy, which improves their motivation and enables them to identify appropriate challenges. The other challenging factor that influenced the use of the PSMMS in Biology instruction was the shortage of instructional resources and facilities. Consistent with the studies of Daganaso et al. ( 2020 ) and Kawishe (2016), the use of the PSMMS for Biology instruction faces challenges due to inadequate instructional resources, time constraints, and large class sizes. However, as Eshete (2001) describes, students lack the importance of instructional resources, as instructional resources are necessary for students to learn Biology effectively as they are essential for a deeper understanding of science.

Generally, the important findings from the analyses of the teachers, learners, and learning contexts and their implications for design principles are summarized in Table 10 .

Conclusions

In this study, contexts (teachers, students, and learning) were analyzed with the aim of designing a context-driven problem-solving method with metacognitive scaffolding (PSMMS) for Biology instruction. Despite the potential benefits of the PSMMS, the findings of the current study indicate that the use of the PSMMS instructional approach faces challenges. These challenges include teachers’ lack of the required up-to-date knowledge and skills, students’ lack of awareness and positive attitude towards learning, an overloaded curriculum, scarcity of resources, large class sizes, and problems with school administrative functions. The study emphasizes the significance of context analysis in the design of an effective PSMMS instructional method for enhancing students’ learning in Biology. This analysis provides useful information for providing pertinent examples, practical content, and context-driven instruction.

The context-driven instructional design approach, using the PSMMS, addresses problems in teachers’ effectiveness, students’ effective learning, and the establishment of supportive teaching and learning environments. This approach considers the performance of both teachers and students, as well as the learning environment, including the availability of instructional resources. Consequently, this study concludes that understanding the needs of teachers in relation to the PSMMS can help both teachers and educational policymakers design a system that is well-suited to their specific requirements. Additionally, it can help students use their practical skills as well as establish connections between their prior knowledge and the Biology concepts they are learning. This process has the potential to generate innovative systems for applying the PSMMS instructional approach, with teachers serving as facilitators and students actively engaging and taking responsibility for their own learning progress.

The study investigated the importance of incorporating target groups into the design of the PSMMS for Biology instruction. The study’s empirical findings support the notion that the PSMMS should provide regular learning opportunities and foster the active engagement of teachers. The study also emphasizes the need to consider learning contexts while designing the PSMMS for Biology instruction that is deeply rooted in its particular context, as effective principles applied in one context could not yield the same results in another context. The study suggests that this strategy is particularly useful in developing countries like Ethiopia, where there is limited experience with metacognitive strategies to scaffold the problem-solving method in Biology instruction. As a result, the authors recommend expanding the target audience, considering the national context, and incorporating metacognitive knowledge and regulation strategies in designing context-driven PSMMS for secondary school Biology instruction.

Data Availability

The authors confirm that the results of this study are available in the article and its supplementary material, and raw data can be obtained from the corresponding author upon reasonable request.

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Published: 27 August 2024

Enhancing students’ attitudes towards statistics through innovative technology-enhanced, collaborative, and data-driven project-based learning

Andreea Cujba 1 &
Manoli Pifarré ORCID: orcid.org/0000-0002-4271-4824 1

Humanities and Social Sciences Communications volume 11 , Article number: 1094 ( 2024 ) Cite this article

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Given the substantial body of educational research highlighting the significant influence of student attitudes on academic performance, particularly in disciplines like statistics where anxiety is prevalent, there is a need to investigate how innovative methodologies could reshape these attitudes. This paper will capitalize on the advancements from previously uncombined innovative methodologies of teaching statistics, such as project-based learning, data analytics, collaborative work, or the use of technology. Specifically, this paper reports on the design, implementation, and evaluation of innovative technology-enhanced, collaborative, and data-driven project-based learning, aiming to positively impact students’ attitudes towards statistics as a cornerstone to improve statistical knowledge. To achieve this, a quasi-experimental research study involving 174 secondary students was undertaken, with participants divided into an experimental group (EG) and a control group (CG). Results indicate a notable positive shift in attitudes among EG students following the intervention. The EG students decreased their anxiety after the intervention and, increased their affect and positive attitude toward using technology for learning statistics. By contrast, the CG students do not show any positive effect on their attitudes. These findings underscore the potential of the innovative instructional design implemented in this project to not only foster practical statistical problem-solving skills but also cultivate positive attitudes crucial for statistical competence. Educational implications are discussed.

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Introduction.

In our increasingly digital world, technology generates vast quantities of data, and with the rise of artificial intelligence, this influx is set to skyrocket. To effectively harness and make sense of this data, citizens need to be equipped with robust data analytic skills. As evidence-based decision-making becomes increasingly imperative, advanced data analytic abilities will be indispensable. However, a significant challenge lies in the fact that many secondary students lack the positive attitudes necessary to engage with and learn data analytics skills and statistics (Garfield and Ben‐Zvi, 2007 ; Szczygieł and Pieronkiewicz, 2021 ).

Previous educational research has confirmed the role of developing positive attitudes to obtaining better results and meaningful learning of mathematics and statistics (e.g., Albelbisi and Yusop, 2018 ; Dowker et al., 2019 ; Muñoz et al., 2018 ; Silva and Sousa, 2020 ).

In the same vein, Emmioğlu and Capa-Aydin ( 2012 ) point out that positive attitudes towards statistics correlate positively with higher students’ results in statistics courses. Furthermore, several studies indicate that most students and adults do not statistically reason about important issues that affect their lives because they have not acquired the necessary skills (Domu et al., 2023 ; Garfield and Ben‐Zvi, 2007 ; Haddar et al., 2023 ; Özmen and Baki, 2021 ). Therefore, many students do not understand the usefulness or application of statistics in real and daily life and develop negative attitudes, e.g., anxiety, towards statistical content (Gal and Ginsburg, 1994 ; Williams, 2015 ). Rejection towards this subject is also accounted for by the widespread and well-known mathematical anxiety (Szczygieł and Pieronkiewicz, 2021 ) due to the student’s perception that statistics posits a great deal of mathematical content, without a real application and is difficult to understand (Gal and Ginsburg, 1994 ).

This paper capitalizes on the advancements from previously uncombined innovative methodologies of teaching statistics, such as project-based learning, data analytics, collaborative work, or the use of technology; and it designs an innovative instructional design to promote positive students’ attitudes towards statistics. Moreover, the paper reports on the implementation, and evaluation of technology-enhanced, collaborative, and data-driven project-based learning and its impact on students’ attitudes towards statistics via a quasi-experimental study. The paper contributes with an innovative pedagogy that combines and integrates the advancements of already testing teaching methods for engaging students in big data analysis, increasing their positive attitudes towards statistics, a cornerstone to improve students’ statistics skills and learning.

Literature review

Attitudes have been broadly defined as not directly observable, inferred aspects consisting of beliefs, feelings, and behavioural predispositions towards the object to which they are directed (Nolan et al., 2012 ). Although the attitude definition is not consistent in the literature, in accordance with the most frequent definitions in research, an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour (Savelsbergh et al., 2016 ). Hence, this psychological tendency is shaped through experience and determines future behaviours. In this line of argument, an attitude can be seen as a personal characteristic that has an influence on subject’s behaviour (Di Martino and Zan, 2015 ).

In the context of learning, attitudes towards mathematics, and statistics in particular, are profound feelings and emotional reactions shaped by students’ experience in solving statistics tasks and throughout time (Tuohilampi, 2016 ). In other words, attitudes toward statistics can be seen as students’ expectations towards this subject, and according to them, the student will have one reaction or another in statistics class (Batanero and Díaz, 2011 ). Math anxiety is the sensation of concern and worry felt when thinking about mathematics or while doing a mathematics task (Abín et al., 2020 ).

Educational research claims that positive attitudes towards mathematics and statistics can be promoted by implementing innovative teaching methods that include, among others, the following five educational variables: (a) student-centred learning; (b) project-based learning and solving real problems or challenges familiar to students; (c) data analytics (henceforth DA) skills; (d) collaborative learning and e) use of interactive technologies (Chew and Dillon, 2014 ; Savelsbergh et al., 2016 ).

In this line of argument, recently, the growth in the everyday use of digital technologies is creating vast reservoirs of data. These data have huge but largely untapped potential. The economic sector has already considered the necessity to understand the “big data” generated in each sector and turn it into insight and action. Therefore, there is an increasing demand for citizens with the skills and creativity capable to perform data-driven decision making (Frischemeier et al., 2022 ). For example, the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report (Bargagliotti et al., 2020 ) for the pre-K-12 classroom explicitly emphasize the need for innovative instructional programmes about data analytics to teach students to: formulate questions that can be answered using data, learn to collect data, organize data, create graphs and charts with data to answer their questions. In this context, there is a need for studies that innovate and extend best practices in teaching statistics in schools using data analysis and technology-enhancement through a project-based learning approach (Chew and Dillon, 2014 ; Koparan and Güven, 2014 ). Countless investigations point to the positive impact of technology on students’ attitudes, and so technology-driven teaching becomes a useful pedagogical tool for teaching and learning statistics (Emmioğlu and Capa-Aydin, 2012 ; Ramirez et al., 2012 ).

In this line of research, this paper aims to design, implement, and evaluate a technology-enhanced, project-based intervention that could offer secondary students the statistical and digital skills needed to use data to address real-life problems. Specifically, in this paper, we analyse the effects that this technology-enhanced project-based intervention could have on students’ attitudes toward statistics. Our working hypothesis is that students will improve their positive attitudes towards statistics because the technology-enhanced project-based intervention will create a meaningful and positive learning environment that will raise the student's awareness of the role of data, statistics, and technology in many everyday problems.

In the next sections, we revise previous research on the effects of the four uncombined, innovative educational variables in statistics education, namely: (i) project-based learning, (ii) data analytics approach, (iii) use of technology, and (iv) collaborative work. This will be followed by our research study, the results and discussion of our findings and, finally, the educational implications for statistics education.

Project-based learning and data analytics approach

The use of project-based Learning (henceforth PBL) has been increasingly practised globally in schools. This methodology is characterized by the introduction of the following four educational variables: student-centred learning, problem-solving structured in different research phases, contextualized learning contents in real and open-ended challenges and collaborative work (Haatainen and Aksela, 2021 ). In this line, Batanero and Díaz ( 2011 ) claim the importance of contextualizing the data used in real-life problems when designing PBL in statistics. This aspect encourages, firstly, the student's interest and motivation, even more so if they can choose to tackle the problems they are interested in; secondly, students value the relevance of statistics since it can solve real-life problems and facilitate scientific and economic development. Overall, they adhere to the theory that PBL can improve the students’ attitudes toward statistics. In this same line of argument, Santos ( 2016 ) adds to the equation the influential role of digital technologies in solving collaboratively real-life problems and increasing the positive attitudes towards learning statistics to solve a problem in small groups.

Different quasi-experimental studies have reported the benefits of this innovative methodology on students learning and on students’ attitudes and affect towards statistics (Bateiha et al., 2020 ; Chong et al., 2019 ; Özdemir et al., 2015 ; Markulin et al., 2021 ). In these studies, it is reported that PBL methodology promotes the creation of a creative environment, as most students perceived the project to be an easy and enjoyable activity that favours the learning of mathematical concepts as well as the development of key soft skills such as sense of responsibility, communication skills and ability to work in small groups (Özdemir et al., 2015 ). Besides, PBL encourages students to take a more active role by allowing them to take responsibility for and decisions on their own learning process while the teacher guides them through their learning processes, by taking into account their interests (Moreno-Guerrero et al., 2020 ). These PBL characteristics could have a positive impact on students’ attitudes towards statistics (Özdemir et al., 2015 ), and on students’ affect towards learning statistics (Chong et al., 2019 ).

Recently, along with the appearance of interactive technologies, new ways of engaging with real-life data—notably via interactive data visualizations—have emerged and new ways of thinking and learning from complex data have evolved (Engel, 2017 ; Sutherland and Ridgway, 2017 , Rao et al., 2023 ). In this context, various authors have seen the need to develop studies that introduce the perspective of data analytics when designing PBL in teaching statistics (Kazak et al., 2021 ; Zotou et al., 2020 ). From this perspective, data analytics is seen as a process of engaging students creatively in exploring data to understand our world better, draw conclusions, make decisions and predictions, and critically evaluate present/future courses of action (Fujita et al., 2018 ). Data analytics does not focus on learning mathematical procedures but on understanding and interpreting data to solve a real-life problem (Chew and Dillon, 2014 ). Furthermore, data analytics reinforces the active role of students in learning statistics as they must make the effort to focus on the process of understanding and interpreting data to address a real-life problem. The students are encouraged to solve the problem since the teacher acts only as a guide and will not provide them with a solution.

Interactive technologies have been essential in teaching and learning statistics and data analytics. Technologies can provide a creative and interactive environment to represent, visualize and manipulate data in a way that encourages students to think and learn from complex data. In this respect, our educative intervention has designed a technology-enhanced, project-based learning environment that promotes the use of a variety of technological tools for learning key statistical concepts and developing key skills, e.g., explore, understand and interpret data to solve a real problem. In the next section, we will present key studies that have used technology affordances to promote better statistical literacy and positive attitudes toward statistics.

Use of technology to increase the students’ attitudes toward statistics

In the use of technology for teaching mathematics, there is a trend towards constructivist tasks based on research, which supports collaborative approaches, resolution of problems, and the practice of learning by doing. Bray and Tangney ( 2017 ) point this out through a systematic analysis of 139 studies and, in view of the results, conclude that contemporary technologies increase collaboration and allow a practical application of mathematics through visualization, modelling and manipulation. They claim that technologies provide an interactive, dynamic, and contextualized learning of the subject. These technological affordances facilitate experimentation and testing of ideas and manage to change classroom dynamics from the teacher leading the session and transmitting knowledge to more dynamic student-centred research.

Technological tools are also increasingly used in teaching statistics as the means to mediate and promote learning of problem-solving strategies and statistical challenges. Among the affordances of technologies to promote statistical education, Ridgway et al. ( 2017 ) highlight data visualizations as they facilitate interaction with data in a more intuitive, dynamic, and exploratory way. Such software programmes as TinkerPlots (dynamic data exploration, available at https://www.tinkerplots.com/ ) or common online data analysis platform (CODAP, available on http://codap.concord.org ) are widely used to promote statistical literacy and positive attitudes toward statistics. Among the main characteristics of these software programmes, the more salient are the next four: (a) they facilitate modelling activities, in which students can deeply analyse real-world situations through mathematical representations and asking questions, (b) they mediate between conceptual thinking and investigate probability events and identify patterns, (c) they improve intuition about data representation and analysis, and (d) they facilitate the creation of graphs (Gonzalez and Trelles, 2019 ; Kazak et al., 2014 ).

Various authors provide evidence of how the characteristics of technologies such as TinkerPlots, CODAP, and Fathom improve the students’ learning and attitudes. Gonzalez and Trelles ( 2019 ) investigated how a group of 15-year-old students increased their motivation through modelling activities in mathematics through TinkerPlots. In this study, modelling is defined as a learning system that encourages students to ask questions and analyse situations that could be real through mathematics. Other authors agree that the use of technological tools, such as CODAP is essential to develop students’ statistical reasoning (Casey et al., 2020 ; Mojica et al., 2019 ). The ability of CODAP to facilitate working with large data sets makes it easier for students to focus on making decisions about data analysis and reasoning about different forms of data representation, rather than on struggling with computational work, since no programming knowledge is required (Casey et al., 2020 ; Frischemeier et al., 2021 ). In this line, Kazak et al. ( 2014 ) showed how 11-year-olds improved their understanding of statistics with the help of TinkerPlots through collaborative work in small groups. The authors used TinkerPlots as a technology that mediated conceptual thinking to investigate various probability events in statistics and identify patterns. They argued that this software favoured the improvement of the students’ intuition about data representation and analysis and facilitated the creation of graphs.

Many other studies amplify the potential of technology in favouring positive attitudes and learning of mathematics by integrating technology in the classroom along with other teaching and learning strategies that have also proved relevant for improving mathematics learning. Attard and Holmes ( 2020 ) show that new technologies manage to place the student at the centre of the teaching–learning process: technology captures the attention and interest of students by means of immediate instructions and feedback. In addition, technology offers students an additional and different space for communication, beyond the classroom (Attard and Holmes, 2020 ).

The technology-enhanced, project-based study presented in this paper explicitly implements the findings of recent educational research based on supporting classroom dialogue, thinking and collaborative learning. In the next section, we will present these key findings.

Collaborative work

Collaborative work has been embedded in PBL (Fredriksen, 2021 ; Lyons et al., 2021 ; Ozdamli et al., 2013 ; Özdemir et al., 2015 ) and its impact on students’ development of positive attitudes towards mathematical learning is highly reported (Kazak et al., 2014 ; Moreno-Guerrero et al., 2020 ; Özdemir et al., 2015 ). Furthermore, educational research claims that interactive technologies can afford group work and communication and enrich the development of key problem-solving strategies (Kazak et al., 2014 ; Major et al., 2018 ; Noll et al., 2018 ).

Promotion of collaborative learning involves working explicitly on ground rules, interactional processes, and exploratory talk (Mercer, 2019 ). Exploratory talk improves attitudes toward learning as it facilitates the exploration and understanding of content and promotes intersubjectivity between group members when creating jointly new knowledge and understandings (Gómez, 2016 ; Knight and Mercer, 2015 ; Mercer et al., 2019 ). Dialogue is also very important for better organization and management of the group. This aspect is verified by Kazak et al. ( 2014 ) through an intervention based on collaborative work with technology. In this experiment, students were instructed to communicate with their classmates in a dialogical way, following five ground rules: (1) ensuring that all members of the group contribute with ideas; (2) asking classmates for arguments, listening to explanations and making an effort to understand; (3) being interested in what the others think; (4) taking into account different points of view or alternative methods, and (5) trying to reach a consensus before carrying out an action with the computer. This study, whose main objective was to teach key concepts of statistics and probability to 11-year-old students, through qualitative analysis of the dialogues from the groups, concluded that the students improved their communication with and opinions about their classmates. It also proved that their contributions were incorporated and integrated, thus facilitating the consensus of ideas.

Our study aims to contribute to research on the design and application of innovative methods in teaching statistics. To this end, our research took a quasi-experimental approach toward answering the following research question: what are the effects of a collaborative, technology-enhanced and data-driven project-based intervention on students’ attitudes towards statistics? Our general working hypothesis was that the design and implementation of a long-term real-classroom intervention that embeds and combines the three key educative variables for the promotion of statistics education, i.e., collaborative learning, technology-enhanced learning, and project-based learning, would have a positive impact on the students’ attitudes towards statistics. Furthermore, our expectations were that those students who received a collaborative, technology-enhanced project-based intervention would improve their attitudes towards statistics unlike their counterparts who followed a regular standard curriculum.

Our research aims to confirm or reject the next four hypotheses:

H1. Students following the collaborative, technology-enhanced, data-driven project-based intervention (henceforth SPIDAS) will improve their global attitude towards statistics. This increment will be higher than their counterparts who follow a traditional intervention.

H2. Students following the SPIDAS intervention will decrease their anxiety towards statistics, unlike their counterparts who follow a traditional intervention.

H3. Students following the SPIDAS intervention will increase their affect towards statistics more than their counterparts who follow a traditional intervention.

H4. Students following the SPIDAS intervention will improve their attitude towards learning statistics with technology more than their counterparts who follow a traditional intervention.

This research is part of a larger EU ERASMUS+ project called International Strategic Partnership for Innovative in Data Analytics in Schools (SPIDAS henceforth) aiming to innovate and extend best practices in data analytics in schools. In this paper, we will report only on one aspect of the ERASMUS+ project; with an eye on analysing the impact of a SPIDAS educational intervention on students’ attitudes towards learning statistics, a quasi-experimental design was planned in which an experimental group (henceforth EG) followed the SPIDAS instruction, and a control group (henceforth CG) followed the traditional education method.

Readers can learn more about the design, implementation, and multi-method evaluation of the statistics innovative instructional carried out in this Erasmus+ project in Cujba and Pifarré ( 2023 , 2024 ) and in https://spidasproject.org.uk/ web site.

Participants

A total of 174 students from two Spanish private publicly funded schools in the 8th grade (13–14 years old) participated, either as part of the experimental group (EG) or the control group (CG). 110 students belonging to the EG and had a homogeneous gender distribution: 52.7% (58) of them were girls and 47.3% (52) of them were boys. In the CG participated 64 students and the gender distribution was also homogeneous: 53.12% (34) of them were girls, and 46.88% (30) of them were boys. Additionally, both schools had similar medium socioeconomic characteristics, and the sample demonstrated a comparable level of general academic achievement, as evidenced by the results of the National Test of Basic Skills. Several studies showed a significant correlation between socioeconomic status and academic achievement, being negative in schools with lower socioeconomic status backgrounds (Berkowitz et al., 2017 ).

Additionally, the study assessed participants’ prior statistical knowledge, uncovering a notable deficiency in this area (Cujba and Pifarré, 2023 ). For further insights into the beneficial effects of the innovative instructional design detailed in this paper on enhancing students’ statistical knowledge, readers are encouraged to explore the Cujba and Pifarré ( 2023 ) findings.

Materials and procedure

Following previous research in the area (e.g., Nolan et al., 2012 ), this study evaluates the students’ attitudes towards statistics with technology using a questionnaire developed and validated exploratory into Spanish (Cujba and Pifarré, 2024 ) . In synthesis, the validation process consisted of three steps: firstly, the questionnaire development was based on a thorough revision of previous international questionnaires. Secondly, a double back-translation of the original items was carried out and followed a consensus process among expert judges’ methodology (content validity). Thirdly, the questionnaire developed was applied and tested to a sample of 254 13/14-year-old Spanish Secondary Education students. As a result of this process, a three-factor structure (namely anxiety, learning statistics with technology and effect) was found through exploratory factor analysis using the varimax rotation with the SPSS programme. Evidence of internal consistency was provided with an α = 0.83 (“anxiety” factor α = 0.83; “learning statistics with technology” factor α = 0.76; “affect” factor α = 0.77). The results showed suitable psychometric properties to use the questionnaire to evaluate secondary education students’ attitudes toward statistics with technology in the Spanish language.

The final version of the questionnaire contains 16 items structured along three factors: anxiety, learning statistics with technology, and affect. The questionnaire was applied to the 174 students who participated in this study at two different moments: before and after the educational intervention. The students were tested individually, and their attitudes were evaluated using a Likert scale of 4 options: 1 = Totally disagree, 2 = Disagree, 3 = Agree, and 4 = Totally agree. Scores on all negatively worded items (i.e., anxiety factor items) were reversed prior to data analysis.

Experimental group (EG) intervention: the collaborative, technology-enhanced data-driven project-based intervention—SPIDAS

The EG educational intervention lasted 30 h, distributed over 2 months. Students completed a real-life statistical project on how the weather influences daily activities, a topic of great current interest that requires well-argued, data-based answers. Students worked in small groups of 3–4, combining on-site classroom activities with work outside the classroom. For the outside work, the groups collaborated synchronously on shared documents using the Google Drive platform.

SPIDAS project incorporates and combines innovatively the three key pedagogical axes considered by the literature review as relevant in promoting data analysis skills in students, namely: (1) data-driven project-based learning, (2) collaborative learning and (3) the use of technology to help to learn statistics through visual learning (Frischemeier et al., 2021 ). In our project, we used the open-source software CODAP. This software has the same attributes as TinkerPlots. Both software are easy to use by inexperienced users, allow flexible plot creation, deal with data as a first-order persistent object, support an exploratory and confirmatory analysis, and are very interactive (McNamara, 2018 ). As a disadvantage, TinkerPlots needs previous installation and a payment license per computer.

Next, we describe how the three pedagogical axes were incorporated into the SPIDAS educational intervention. Fig. 1 graphically illustrates how the SPIDAS intervention leverages and combines the advancements of these three innovative methods for teaching statistics. Readers can learn more about the SPIDAS educational intervention in: https://spidasproject.org.uk .

SPIDAS intervention.

Data-driven project-based learning : The SPIDAS intervention explicitly incorporates the four educational variables highlighted in the PBL literature review (e.g., Batanero and Díaz, 2011 ; Bateiha et al., 2020 ; Haatainen and Aksela, 2021 ): (a) structure of students’ learning process in enquiry phases; (b) statistical literacy contextualized in real and daily life; (c) active role of the students and guidance role of the teacher and (d) development of ‘data analytics (DA) cycle’ drawn on PPDAC statistical enquiry cycle (Wild and Pfannkuch, 1999 ), statistical thinking process (Wild et al., 2011 ) and informal statistical inference (Makar and Rubin, 2018 ). In synthesis, the main tasks of the data-driven project are presented in Table 1 . To give more information about the instructional design, Table 1 and Figs. 2 – 5 present examples of activities of one group of students.

Example of Define the problem activity.

Example of students’ graph for Explore data .

Example of Draw conclusions activity.

Example of Make decisions activity. It is presented students’ infographic to communicate their project decisions and conclusions.

Collaborative learning : Students worked in small groups during the whole project and were encouraged to actively create, reflect and evaluate ideas by using effective communication skills and ground-rules. Three specific strategies from “Thinking Together” programme (Mercer et al., 2019 ) for promoting good small-group work and exploratory talk were explicitly taught and these are (a) reflection on group roles, (b) reflection on attitudes and behaviours that promote collaborative learning, and (c) development of effective ground rules.

Technology : The SPIDAS project used two types of technologies: CODAP data analysis software and different applications linked to Google Drive. CODAP software allows graphical visualization of data and supports students understanding and interpretation of their data. Due to the CODAP interactive and manipulative design, students can actively explore their own data and obtain meaningful graphical representations that could help draw data-based conclusions (e.g., Fig. 3 ). Considering the extensive research about the role of interactive technologies (Major et al., 2017 ; Pifarré, 2019 ) to enhance collaborative work and dialogic discussions, some Google Drive applications (such as Docs, Slides) were used. These applications allow the creation of synchronic and multi-user workspaces that in our project fostered four key processes of collaborative work with technology: (a) discussion of shared ideas; (b) co-construction of new ideas, planning and reflection on joint work; (c) support to the development of statistics literacy and (d) enrichment of data analytics strategies such as organization of data, manipulation of data, creation of graphs, analysis of data and making decisions based on data.

The innovative instructional design advocated for student-centred methodologies, wherein teachers adopted a dual role: part lecturer, part coach, fostering collaborative learning within student groups. They facilitated the data analytics projects undertaken by each group, providing guidance throughout the process and supporting them in drawing conclusions and making informed decisions based on their analyses.

Control group (CG) intervention

The CG followed a traditional intervention. It also lasted 2 months. It was a teacher-centred intervention and the teacher mainly used lectures to teach the same statistical concepts taught in the EG. The statistical literacy taught integrates the next concepts: mean, median, mode, range, variability, qualitative and quantitative variables, frequency, proportional reasoning, count, reading graphs, sample, and population. CG students followed the lectures, had a passive role, paid attention to the explanations of the teachers and applied what they had learned by carrying out a series of individual and routine exercises. Unlike the EG, in the CG all the students worked with the same data provided by the teacher. Some of these exercises were carried out outside the classroom, as homework and these exercises were solved individually.

Regarding the use of technology, Excel software was used. This technological tool consists of a spreadsheet that allows calculations and graph creation. Working with this software requires being knowledgeable about the mathematical operations necessary to execute the desired parameters. We believe that with Excel, students should invest more time in understanding which calculations and formulas they need to apply and how, rather than lesson analysing and interpreting data. The teachers explained in class the operations that were to be carried out with Excel, so that, at home, the students could carry out most of the activities. These activities contained real-life data, yet lacked contextualization of the problem or daily life situation.

Data analysis

In order to analyse the sample normality a Shapiro–Wilk statistical test was run with SPSS. Due to the sample is not normally distributed, non-parametric tests were used. On one hand, for comparing the intragroup differences between the pre-test and post-test results, the Wilcoxon test was established. On the other hand, Mann–Whitney U test was used to analyse the intergroup differences between the post-test results in both groups (experimental vs. control).

This section will analyse the effects of the technology-enhanced, collaborative and data-driven project-based learning on four variables (or factors) included in the questionnaire on the students’ attitudes towards statistics, namely: (a) global attitude towards statistics learning; (b) anxiety towards statistics; (c) affection towards statistics; and (d) attitude towards statistics with technology. The global attitude score resulted from the sum of the 16 items included in the questionnaire ( Annex ). Similarly, the score for each factor was calculated by adding the ratings of all the items that composed each factor. Therefore, the factors of anxiety (i5, i7, i10, i11, i12) and affection (i1, i3, i8, i14, i15) contained five items each and the statistics learning with the technology factor contained six items (i2, i4, i6, i9, i13, i16). The Likert scale was a four-point scale: 1 (strongly disagree), 2 (disagree), 3 (agree), or 4 (strongly agree).

Intervention effect on intragroup differences

Wilcoxon analyses were carried out to study the effect of the educational interventions on each experimental (EG and CG) group of students’ attitudes toward statistics. The effect size was checked with Cohen’s d statistic. Table 2 summarizes these results. Experimental group students showed significant differences ( α = 0.05) in their global attitude score. Besides, experimental group students displayed significant scoring differences in the anxiety and technology factors. Although there was a positive trend in the affection factor, no statistical significance was found.

The control group students did not show significant differences neither in global attitude scores nor in any of the three factors analysed.

Intervention effect on intergroup differences

A Mann–Whitney U test analysis was carried out to investigate the differences between the two groups, before and after students’ participation in the SPIDAS intervention. The effect size was checked with Cohen’s d statistic. Table 3 summarizes these results. These analyses display significant differences ( α = 0.05) between EG and CG students as regards their global attitude score and in three factors of the questionnaire: namely Anxiety, Affection, and use of Technology. Figure 6 displays the mean scores obtained by the two groups in pre- and post-measurements of the different factors of the questionnaire and the significant statistical differences observed in the analysis.

Pretest and posttest results and statistical differences between EG and CG students.

Furthermore, these results firstly show that the experimental group obtained higher mean post-test scores than the control group regarding the overall attitude questionnaire towards statistics (see Fig. 6 ). The experimental group presented a higher global attitude score in the questionnaire both before and after the intervention. Although before the intervention the global attitude of the EG students was already higher than that obtained by the CG, the post-intervention improvement was greater and statistically significant in the EG and not in the CG, whose improvement was hardly perceived. This result allows us to conclude that the SPIDAS intervention had a positive impact on the student's attitudes toward learning statistics with technology.

Secondly, EG students significantly decreased their levels of anxiety toward learning statistics after their participation in the SPIDAS intervention, unlike the CG students, who showed a statistically low decrease in this variable. The difference in the post-measure between both groups was statistically significant, being the EG score higher than that of CG students (Fig. 6 ).

Thirdly, regarding the affection factor, in EG students there was a tendency to improve this factor after the SPIDAS intervention. The post-test value was higher than that of the pre-test in this group. On the other hand, in the CG the post score in the affection factor decreased. Therefore, the impact of the traditional intervention had a negative impact on the student’s perception of their abilities to learn and solve statistical problems. The comparison between the two groups (see Fig. 6 ) yielded statistically significant differences between the EG and the CG, in the pre- and post-measures. In addition, the EG showed a higher score in the post-measure while the CG decreased its post-score. This result increased the differences between the two groups in this variable. These data allow us to conclude that the impact of the SPIDAS intervention also had a positive impact on the affection variable towards learning statistics.

Finally, with respect to technology, EG students significantly improved their attitude toward learning statistics with technology after the SPIDAS intervention, unlike the CG students who hardly showed any improvement. The comparison of post-intervention scores between both groups (see Fig. 6 ) as regards the technology factor shows statistical differences between both groups, namely, EG students obtained higher scores in this factor compared to CG students. Thus, the technology-enhanced intervention positively influenced the students’ attitude towards learning statistics.

Discussion and conclusions

The main objective of this study was to investigate the effects of technology-enhanced, collaborative, and data-driven project-based learning on the students’ attitudes towards statistics. This study distinguishes itself from other PBL studies on statistics because we investigated a long-term intervention in real classrooms and integrated into one intervention the three pedagogical variables that previous research highlighted as relevant in statistics education: (a) the use of technological tools and affordances for analysing and visualizing data, (b) enrichment of collaborative strategies and (c) project-based learning with a data analysis approach.

Results show that the designed SPIDAS intervention had a highly positive impact on the students’ attitudes toward statistics (Hypothesis 1) and on student’s affect towards learning statistics (Hypothesis 3). Our results support those obtained by other authors that indicate that the PBL is an innovative methodology that meets the necessary characteristics to improve students’ attitudes and increase their interest and motivation towards statistics, as the active role of students in investigating real-life questions is notable (Koparan and Güven, 2014 ; Siswono et al., 2018 ). The EG intervention granted students an active role in investigating a problem that both captured their interest and was related to a daily problem, with the added use of technology. According to Siswono et al. ( 2018 ), improvement in learning statistics is greater if the PBL is combined with technology.

Furthermore, our SPIDAS intervention explicitly taught students a series of collaborative strategies, such as the assumption of different roles, drawing up a joint work plan, managing time for solving problems, distributing responsibilities and co-evaluating group work. Previous educational research highlights that the improvement of the organization and management strategies of group work has a positive impact on the better functioning of small group work and on the creation of positive synergy between group members, which in turn has a positive impact on the all-students’ attitudes towards learning (Chang and Brickman, 2018 ; Pai et al., 2015 ). In this respect, our study confirms these results.

Unlike the results obtained by the EG students, the traditional intervention followed by the CG did not improve the students’ attitudes towards statistics. Previous research points out that one of the limitations of traditional teaching is that it does not contextualize statistical concepts with real-life situations and thus, students cannot establish meaningful links with daily life problems. This has a negative impact on the students’ attitudes towards learning statistics (Bateiha et al., 2020 ; Hwa, 2018 ; Özdemir et al., 2015 ). Our CG students learned statistical concepts focusing on mathematical procedures and calculations of sets of data that bore no relation with their real-life context. This makes it difficult for students to build meaningful learning and feel that statistical concepts could be useful for them outside the school context and for solving daily problems (Lalayants, 2012 ). Different studies highlight that the practical use of curricular content in collaboration with peers and with the teacher’s guidance is one of the key elements that can explain students’ learning (Andrade and Chacón, 2018 ; Torrecilla, 2018 ). These elements are emphasized in the experimental intervention and, on the contrary, are not usually part of a more traditional teaching.

Despite the positive results obtained by EG in all the factors of the questionnaire, it was revealed that for both groups—EG and CG—there was a certain lack of interest of the students towards statistics (item 3 → EG p = 0.007; CG p = 0.047) and they did not get to enjoy learning statistics (item 1 → EG p = 0.081; CG p = 0.104), since these items present lower scores in post-intervention measure than the pre-test measure. Also, technology did not make the learning of statistics more interesting (item 16 → EG p = 0.976; CG p = 0.50). Despite this negative perception of learning statistics, the actual improvement in EG compared to CG is remarkable as it is supported by statistically significant differences.

One possible explanation for the slight improvement in the EG students’ affection may be accounted for in that the PBL involves more complex procedures, more effort, and more time in fulfilling the tasks than traditional teaching to learn the content (Koparan and Güven, 2014 ). Being the first experience of the students with a PBL, they may need being involved in further and longer-term PBL experiences to present better and more positive perceptions about learning statistics. Therefore, more long-term studies using innovative methodologies are needed to investigate more about the impact of these methodologies on students’ attitudes and affection in learning statistics (Siswono et al., 2018 ).

Our results also reveal that the SPIDAS instruction had a positive impact on the decrease of the students’ anxiety towards learning statistics (H2). In addition, our results show that the educational intervention followed by the EG had a greater impact than the traditional intervention followed by the control group in reducing students’ anxiety towards learning statistics. These findings are consistent with those found in previous research studies, which claimed a strong relationship between mathematical anxiety, motivation and mathematical achievement (Abín et al., 2020 ; Henschel and Roick, 2017 ; Passolunghi et al., 2016 ).

On the other hand, unlike the results obtained with EG students, the CG students’ anxiety may not have decreased because they learned statistical contents with insufficient context and application to real life. In this line of argument, Lalayants ( 2012 ) claimed in his study that the fear felt by a group of university students towards learning statistics was caused mainly by the lack of connection between their studies and statistics. Basically, they did not understand how to apply the content to real-life situations. The same group of university students declared in the questionnaire that it would have helped them reduce anxiety if they had found any of the following aspects in their statistics classes, i.e., practical real-life problem-solving related to their future profession, teachers who cared about their negative feelings, working sessions with technology, and collaborative work in small groups, as opposed to individual work.

Although students decreased their anxiety towards statistics after their participation in the SPIDAS intervention, students still expressed certain levels of anxiety when doing statistics (item 11 of the questionnaire → EG p = 0.069; CG p = 0.661). On this issue, some authors defend that a low level of anxiety toward statistics is not necessarily totally negative. In some cases, a low level of anxiety can motivate students not to give up and continue working to understand the content (Çiftçi, 2015 ).

These results coincide with those found in previous studies that indicate the benefits of implementing a collaborative and student-centred learning methodology (Bateiha et al., 2020 ) and carrying out contextualized activities involving real-life problems (Chong et al., 2019 ) contributed to the students’ increased affection. These characteristics were included in the SPIDAS intervention and, therefore, helped to improve the EG students’ value judgments and motivation in the present study.

Regarding the intensive use of a variety of technological tools to learn key statistical concepts and data analysis skills (Hypothesis 4), our study indicates a statistically significant improvement in the EG students’ attitude towards learning statistics with technology. CG students do not show any progress on this variable. Therefore, the designed SPIDAS intervention confirms that the combination of the use of technology and collaborative work in small groups are powerful pedagogical tools to improve students’ attitudes towards statistics.

These results are consistent with those found by various authors, such as Kazak et al. ( 2014 ), who present the use of the TinkerPlots software as an enabling technology for understanding statistical concepts. Other authors conclude that new technologies encourage collaboration, motivation and facilitate the performance of student-centred activities, a combination that improves students’ attitudes toward learning statistics (Attard and Holmes, 2020 ; Bray and Tangney, 2017 ; Gonzalez and Trelles, 2019 ; Moreno-Guerrero et al., 2020 ).

It is worth noting the higher increase shown by EG in comparison with CG in Item 6 (EG p = 0.000; CG p = 0.031). In our view, this result suggests that the use of CODAP throughout the SPIDAS intervention supported the students’ creation of useful data visualizations and students’ learning of data analytics skills. CODAP software facilitates learning, and this has a noticeable positive impact on student attitudes (Woodard et al., 2020 ).

As a final conclusion, this study suggests that implementing technology-enhanced, collaborative, and data-driven project-based learning can provide the basis for an appropriate teaching approach to improve secondary students’ attitudes toward statistics, to have a positive impact on the student's motivation to learn statistics and on the reduction of anxiety in solving problems about this subject. In light of the results of this study, these three educative variables should be considered and included in the design of educative interventions that have the objective to engage students in data analytics in which students are able to select a real problem to investigate, collect and explore appropriate data, make inferences and discuss their conclusions using a data-based approach.

The study shows some limitations that call for further research. Firstly, it was the first interaction of students with statistics, the use of CODAP software in PBL and this learning approach requires a high cognitive implication from students during the learning process (Ge and Chua, 2019 ). This novelty may cause a cognitive overload that could reduce the impact of the innovative intervention on the students’ attitudes toward statistics. Therefore, the design of longer interventions with a longitudinal research approach capable of improving the students’ attitudes over a longer period of time would probably soften the impact of cognitive overload.

Secondly, our study has revealed that despite the innovative intervention, some EG students still feel anxiety towards learning statistics. Despite this, some research claims that a certain level of anxiety can boost students’ positive actions to not give up and, as a result, successfully fulfil a task (Çiftçi, 2015 ). Therefore, it would be interesting to design more qualitative research methods capable of capturing and measuring positive levels of anxiety for learning statistics.

Thirdly, as previous studies noted the relevance of socioeconomic status in academic achievement (Berkowitz et al., 2017 ), for future research, the socioeconomic level of the students will be considered as an independent variable.

Fourthly, the questionnaire used in the study has been useful for evaluating students’ attitudes toward statistics using technology. However, the questionnaire needs further validation to extend the results to other contexts. To this end, as a future research action, we plan to expand the sample, analyse its external validity, and compare the results of the confirmatory factor analysis obtained in this study against other samples (such as students from other courses of Secondary Education, Upper Secondary Education and even university students).

The overall results found in this study are promising for improving students’ data analysis competences with technology and they can be seen as a contribution to the United Nations Education 2030 Agenda which emphasises the need to equip all students with technological and mathematical knowledge. By following this agenda, it is expected that a greater number of students will reach the minimum levels of knowledge in mathematics.

Data availability

The data supporting this study’s findings are available from the corresponding author ([email protected]), upon reasonable request. The data are not publicly available because they contain information that could compromise the privacy of research participants.

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Acknowledgements

This paper has been funded by the Strategic Partnership for the Innovative Application of Data Analytics in Schools (SPIDAS) project, European Union’s Erasmus+, under Grant 2017-1-UK01-KA201-036520. Furthermore, the paper has been partially funded by the Spanish Ministry of Science and Innovation under Grant PDC2022-133203-I00. All views expressed are those of the authors, not the European Commission or the Spanish Ministry. Finally, the authors would like to thank the teachers and the pupils of the schools Claver Raïmat Jesuïtes-Lleida and Maristes Montserrat-Lleida for their participation in the study reported in this paper.

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Manoli Pifarré, as the project’s principal investigator, led the conceptual background and the methodology of the paper. Both authors were equally involved in data collection, analysis, and manuscript writing.

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Approval was obtained from the University of Lleida ethics committee. The vice-rector of research and transfer signed the International Strategic Partnership for Innovative in Data Analytics in Schools (SPIDAS) ERASMUS+ project implementation in the schools that were partners of the project. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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Cujba, A., Pifarré, M. Enhancing students’ attitudes towards statistics through innovative technology-enhanced, collaborative, and data-driven project-based learning. Humanit Soc Sci Commun 11 , 1094 (2024). https://doi.org/10.1057/s41599-024-03469-5

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