The relationship between functional literacy and problem-solving skills: A study on 4th-grade students

Abstract

This study explored the relationship between 4th-grade students' functional literacy levels and their problem-solving skills and the effect level of students' functional literacy experiences on their problem-solving ability. Employing the quantitative research approach, relational survey design, one of the general survey designs, was used in the study. The study universe was 4th-grade students attending public elementary schools in the central districts of Gaziantep. The study was conducted on a sample of 744 4th grade students who were selected by a simple random sampling method. In the study, data were collected with scales related to two different variables, functional literacy and problemsolving. Necessary approvals for the study were taken before the implementation. SPSS 15.0 package program was utilized to analyze the data. Frequency and percentage were performed to determine the demographic information of participating students; arithmetic mean, standard deviation and standard error were performed to determine the functional literacy levels and perception levels of problem-solving skills; Pearson product-moment correlation coefficient to determine the relationship between functional literacy and its sub-dimensions, and perceptions of problem-solving skills; and finally, multiple regression analysis calculations were made to determine the predictive power of functional literacy and its sub-dimensions on perceptions of problemsolving skills. According to the study results, students' functional literacy levels were at a medium level and their problem-solving skills were at a partially high level. Also, there was a positive significant relationship between the students' functional literacy levels and their problem-solving skills. Furthermore, it was determined that functional literacy and its subdimensions significantly predicted students' problem-solving skills. The study results were discussed within the framework of the related literature.

An examination of the opinions of teachers working in public education centres on adult literacy programs in the context of functional literacy

“…Individuals with a developed perception of self-efficacy and self-confidence and who are aware of their abilities at the point of problem-solving are individuals who are ready to acquire the necessary personal acquisitions in the context of functional literacy. The study by Özenç and Çarkıt (2021), in which the relationship between functional literacy level and problem-solving skills is positive, proves this. Likewise, Arko and Addison (2009) revealed the effects of individual-level acquisitions of functional skills in a study on participants in functional literacy courses.…”

“…Functionality and literacy appear as a collection of acquisitions in which functional skills are added to literacy in maintaining daily life. In the most basic sense, functional literacy is the ability of an individual to use literacy competencies and knowledge in cultural, social, and economic fields (Özenç & Çarkıt, 2021). In other words, functional literacy is learning basic knowledge and skills related to literacy and mathematics and then using them in daily life (Özenç & Doğan, 2014).…”

IV International Scientific and Practical Conference

“…Insect monitoring was carried out on the basis of quantitative accounting methods [11]. Accounting for pests in order to assess the phytosanitary state of agrocenoses was carried out by mowing method, in which insects living on plants were caught with the help of an entomological net.…”

Investigation of the Relationship Between Problem-Solving Perceptions and Mathematics Achievement of the Secondary School Students

“…Alanyazında öğrenenlerin problem çözme becerilerine yönelik algı düzeylerini irdeleyen çalışmalar incelendiğinde, bu çalışmaların genellikle öğrencilerin problem çözme beceri algıları ile üst bilişsel farkındalık (Bakioğlu, Küçükaydın & Karamustafaoğlu, 2015;Kaplan ve diğerleri, 2016;Özçakır Sümen & Çalışır, 2016), zekâ (Karakelle, 2012), özgüven ve öz yeterlilik algısı (Özdemir, Duran & Kaplan, 2016;Wismat, Orr & Zhong, 2014), okuryazarlıklar (Özenç & Çarkıt, 2021;Tezel & Tezgören, 2019); düşünme ve karar verme stilleri (Özdemir, 2019;Üstündağ Gökmen, 2019) ve genel akademik başarı (Biber & Kutluca, 2013) arasındaki ilişkiler üzerine yoğunlaştığı görülmektedir. Yine, problem çözme beceri algılarının sınıf düzeyi değişkenine göre incelenmesi üzerine yapılan çalışmalara da rastlanmaktadır (Balcı & Kolburan, 2020;Erdem & Genç, 2014;Kaya, İzgiol & Keşan, 2014;Yavuz, Deringöl & Arslan, 2017;Yıldırım, Hacıhasanoğlu, Karakurt & Türkleş, 2011).…”