Profiles of Problem-Solving Strategies in Kinematics: A Comparison Between High, Average, and Low Achieving Undergraduates

Abstract

Problem solving is an essential competency in physics learning, particularly in the topic of kinematics, which requires mastery of concepts, analytical skills, and effective thinking strategies. Understanding the profiles of students’ problem-solving strategies across different achievement levels can provide detailed insights into the variety of strategies employed and the areas that require instructional intervention. This study aims to describe and compare the problem-solving strategies of Physics Education undergraduate students with high, medium, and low achievement in solving kinematics problems. A qualitative method was employed, involving six participants representing the three achievement categories. The primary data were collected through the think-aloud technique, supported by observations, retrospective interviews, and answer sheet analysis. The comparison of profiles revealed differences in strategic tendencies and completeness of problem-solving stages among the three student groups. These findings offer strategic insights for developing adaptive teaching methods to enhance problem-solving skills across various levels of academic achievement.