The Perceptions of Elementary School Children toward Problem-Solving Abilities

Abstract

The objective of this study is to assess the correlation between various factors influencing the problem-solving skills of elementary school students. To achieve this, eight hypotheses were formulated and examined using the General Structural Component Analysis (GSCA) technique. We collected questionnaire responses from 240 elementary school students from diverse locations. Google Forms is used for question creation and administration. The experimental findings validated seven assumptions among the eight anticipated correlations between factors. That is, the teacher's actions affect the learning environment; teachers' actions affect learning motivation; learning motivation affects both learning attitudes and metacognition; learning attitude, metacognition and learning environment all directly affect problem solving abilities. The remaining hypothesis was rejected; metacognition had no effect on problem-solving abilities. Overall, the model explains 59.6% of the variance in the data. The impact of this study has been demonstrated through theoretical and practical implications.