Understanding student decision-making strategies in problem-solving in Microbiology using IMMEX educational software

Abstract

Understanding biological concepts demands problem-solving, therefore, it is imperative to understand how people learn, problem-solve, and the kinds of strategies used in decision-making when faced with a problem.  The decision-making process was studied for high and low achievers using a unique computer program (Interactive multimedia exercise (IMMEX) windows software) involving problem-solving.  Mid-way through a semester in college microbiology, all participants in a class were introduced to, and initially became familiar with the program through the problem-sets Puffy Paramecium and Who messed with Roger Rabbit.  A month later, all the class did two new problem sets, Microquest (Mq) and Creeping Crud (CC). Volunteers (n=18) agreed to participate in a think-aloud protocol (verbalization of thoughts) while solving these new microbiology problems sets.  Within case analysis, summaries and phenomenological approach were methods of analysis utilized.  Using final scores, 8 (44%) were categorized as low achievers with 5 (28%) as high achievers for Mq, and 5 (31%) categorized low and 6 (35.5%) high for CC.  In general, high achievers used fewer steps, spent less time and had a more focused approach than low achievers.

Common attributes and strategies found among most problem-solvers included metacognitive skills, writing to keep track, use of prior knowledge, and elements of frustration in trying to recall and understand microbiology information and lab techniques used when trying to solve the problems. This study is useful for consideration while developing curriculum and criteria for evaluation.