Examining problem-solving skills in technology-rich environments as related to numeracy and literacy

ABSTRACT

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.

KEYWORDS:

• Problem solving
• technology-rich environments
• literacy
• numeracy

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Henan Normal University [5101109171134].

Notes on contributors

Feiya Xiao

Dr. Feiya Xiao, Ph.D. of Educational psychology from Texa Tech University, is an assistant professor of School of Education at Henan Normal University, China. She was leading the project, 'Problem-solving in technology-rich environment' by designing study, acquiring data, analyzing data, drafting and revising the manuscript. Her current research topics are connected with education, anxiety, and internet gaming disorder.

Lucy Barnard-Brak

Dr. Lucy Barnard-Brak is the Autism Cluster Associate Professor in the Department of Special Education & Multiple Abilities. She received her Ph.D. in educational psychology from Texas Tech University. She was involved in study designing, data acquisition, and manuscript revision of project 'Problem-solving in technology-rich environment'. Her current research topics are related to measurement and assessment issues for individuals with ASD and examining the educational experiences and outcomes of individuals with disabilities.

William Lan

William Lan is the professor of the Department of Educational Psychology and Leadership of College of Education at Texas Tech University. He received his Ph.D. degree in Educational Psychology from the University of Iowa. He was involved in literature review and manuscript revision in the project 'Problem-solving in technology-rich environment'. His current research topics are related to motivational theories,  self-regulating learning theories, research methodology, and education application.

Hansel Burley

Dr. Hansel Burley is the professor of the Department of Educational Psychology and Leadership of College of Education at Texas Tech University. He received his Ph.D. degree in Curriculum and Instruction from Texas A & M University, College Station. He was involved in manuscript revision in project 'Problem-solving in technology-rich environment'. His current research topics are related to the antecedents to higher education remediation and the resilience of developmental education students.