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Student Teachers’ Self-Appraised Problem-Solving Ability and Willingness to Engage in Troubleshooting Activities

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  • Benedict Iorzer Labe

Abstract

The purpose of this research was to determine the extent of student teachers’ willingness to engage in troubleshooting activities and their technological problem-solving self-appraised ability. The study used a cross-sectional descriptive correlational design to collect data from 310 purposively random sampled students from three universities in Northern Nigeria. Results of data analyses indicated that student teachers from the universities surveyed reported a moderate willingness to engage in troubleshooting activities as well as a moderately positive self-appraisal of their problem-solving ability. The student teachers’ willingness to engage in troubleshooting activities was also significantly related to the pattern of their self-appraised problem-solving ability. It was therefore concluded that the findings from this research do not support the pedestrian view that students from Nigerian universities are reluctant to engage in problem-solving activities.

Suggested Citation

  • Benedict Iorzer Labe, 2015. "Student Teachers’ Self-Appraised Problem-Solving Ability and Willingness to Engage in Troubleshooting Activities," SAGE Open, , vol. 5(3), pages 21582440155, July.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:3:p:2158244015595257
    DOI: 10.1177/2158244015595257
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    Cited by:

    1. Elvina L. Taran & Hansel Roy R. Nalla, 2019. "Metacognitive awareness and attitudes toward problemsolving in science of senior high school students," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 5(1), pages 33-43.

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