Determinants of student discussion participation in the mathematical collaborative problem-solving process using...

Area of Science:

• Educational Psychology
• Mathematics Education
• Cognitive Science

Background:

• Collaborative Problem-Solving (CPS) is recognized by the OECD and PISA as a critical skill for students.
• Limited research exists on factors affecting student discussion participation in mathematical CPS.
• This study addresses this gap by integrating the Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT).

Purpose of the Study:

• To investigate factors influencing student discussion participation in mathematical collaborative problem-solving.
• To apply TPB and SDT frameworks to understand engagement in CPS.
• To provide practical implications for educators to enhance student participation.

Main Methods:

• Data collected from 406 respondents in Guangxi, China.
• Structural Equation Modeling (SEM) was used to analyze quantitative data.
• Fuzzy-set qualitative comparative analysis (fsQCA) was employed for an asymmetric perspective.

Main Results:

• SEM analysis revealed 11 out of 13 factors significantly impact discussion participation in mathematical CPS.
• fsQCA identified three distinct combinations of factors leading to high student participation in CPS.
• SEM and fsQCA findings offer complementary insights into engagement drivers.

Conclusions:

• Positive attitudes, student autonomy, and perceived competence are crucial for participation in mathematical CPS.
• Classroom environments fostering peer interaction and collective problem-solving are essential.
• Educators can leverage these findings to design more effective CPS activities and improve learning outcomes.