Middle School Students’ proficiency in solving Ill-Structured problems with scenario-based assessments: A case study

Abstract

This study investigates middle school students’ proficiency in solving ill-structured problems (ISPs) to inform problem-solving education improvements. A qualitative case study involving 60 private school students employed a validated scenario-based assessment (10 questions). Written responses were analyzed across problem representation and solution generation stages. Results show moderate proficiency (55%–65%), with strengths in solution generation (65%) but weaknesses in problem statement definition (55.42%) and solution evaluation (55%). These findings underscore the need for comprehensive problem-solving exercises in educational frameworks to enhance analytical and evaluative skills. The study highlights the importance of integrating targeted problem-solving experiences into middle school curricula, reflecting real-world complexities. Findings suggest educators should focus on developing students’ abilities to define problems and evaluate solutions. By addressing these weaknesses, educators can foster critical thinking, creativity, and adaptability in students. This research contributes to the understanding of middle school students’ ISP-solving abilities and informs evidence-based instructional strategies. The study’s results and implications provide valuable insights for educators, researchers, and policymakers seeking to improve problem-solving education.