Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data

This study investigates Vietnamese undergraduates' complex problem-solving (CPS) abilities and strategies by analysing both performance and process data. A sample of 589 participants completed computer-based CPS assessments, with problem-solving proficiency evaluated using frameworks adapted from the PISA 2012 cycle. The findings revealed students tended to perform better in the exploration phase but faced challenges when applying that knowledge to derive effective solutions. Male students demonstrated an advantage in exploring, gathering, and processing information essential by engaging in more frequent interactions or operations during the task. The link between student persistence and performance varies depending on the model’s structure. The number of interactions is a stronger predictor of performance than time-on-task. A majority of students (70%) lacked effective strategy, “Vary-One-Thing-At-A-Time” (VOTAT) strategy, for model-based tasks, though males were more active in exploration. The study also identified habitual visual scanning and interaction patterns during the exploration stage, which aligned with conventional left-to-right, top-to-bottom reading habits. These patterns suggest a systematic interaction style, potentially influenced by visual salience, perceived importance, or established scanning heuristics. These findings provide valuable insights into students' CPS abilities, strategic approaches, and behavioural patterns. The study concludes by discussing instructional and practical frameworks to enhance and assess problem-solving competence within educational contexts.