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Abstract
In this study, questions relating to problem-solving ability and cognitive maturity in undergraduate students were investigated: (1) Is there a relationship between age, gender, highest academic qualification or year of study, and problem-solving ability? (2) Is there a relationship between cognitive maturity and problem-solving ability? (3) Are there any changes in problem-solving ability and cognitive maturity from first-year to third-year undergraduates? One hundred and seventy-three undergraduate students at the University of Canberra, Australia, were administered a survey comprising 15 multiple-choice problems. Results suggested that the greatest differences in problem-solving ability were related to year of study, and existing academic qualification. Subjects aged 30 years and over were better problem solvers than those aged under 30; subjects who had just completed their secondary schooling performed better than subjects who had recently received a technical college qualification. Relationships between the number of variables to be manipulated in a problem and its successful solution, and between cognitive maturity and problem-solving ability, were observed. The ramifications of these results for the teaching of undergraduate students are discussed.
