Vol 6 No 3 (2019): In Progress
Articles

Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools

Barnabas O. Ellah
Universal Basic Education, Junior Secondary School, Demekpe, Makurdi, Benue State, Nigeria.
Emmanuel E. Achor
Curriculum and Teaching Department, Faculty of Education, Benue State University Makurdi, Benue State, Nigeria.
Veronica Enemarie
Staff School, Benue State University, Makurdi, Benue State, Nigeria, Nigeria.
Published August 28, 2019
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172 Views | 63 Downloads
Keywords
  • Working memory, Attention span, Problem-solving skills, Ability level, Science.
Citations
How to Cite
Ellah, B. O., Achor, E. E., & Enemarie, V. (2019). Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools. Journal of Education and E-Learning Research, 6(3), 135-141. https://doi.org/10.20448/journal.509.2019.63.135.141

Abstract

The study sought to determine the relationship between problem-solving skills and measure of working memory and attention span of science students of low ability level. The study adopted correlational survey research design. The population for the study comprised all Secondary School I (SSI) that offered physics, chemistry and biology as school subjects in all the public senior secondary schools in the study area for 2017/2018 academic session while the sample was 450 science students from 24 Senior Secondary Schools in the study area. Wechsler Adult Intelligence Scale (WAIS) backward digit span task and Attention Lapses Clicker (ALC) were used for data collection. Multiple regression analysis was used to analyse data used to answer the research questions and test null hypotheses at 0.05 level of significance. Findings revealed that low percentage variation in students’ problem-solving skills in science can be attributed to measure of working memory and attention span. There exist no significant relationship between measure of working memory, attention span and the combination of working memory and attention span of students. It was recommended among others that science teachers should vary concentration spans of science students by inherently mimicking the same kind of cognitive gear shift in the activities that require creative problem-solving skills and thinking, Also interventions and accommodation need be designed by school administrators to help science teachers differentiate instruction with explanations on how techniques or strategies can address students with working memory difficulty and attention deficits in the classroom.

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