Modelling University Students' Problem-solving Ability: The role of Self-regulated Learning, Peer-assisted Learning, and Cognitive Ability

Abstract

Problem-solving ability is a key competency for university students' academic and professional success. Self-regulated learning, peer-assisted learning, and cognitive ability have been identified as important factors influencing students' problem-solving performance, yet their combined effects remain underexplored. The main purpose of the study was to investigate the mediating and moderating effects of Cognitive Ability (CA) on the nexus between self-regulated learning (SRL), peer-assisted learning (PAL), and problem-solving ability (PSA). This study employed a quantitative research design. The population of the study comprises students enrolled in undergraduate programmes in Mathematics, Business, and Engineering at the University of Skills Training and Entrepreneurial Development (USTED-Kumasi). In all, a population of 1,500 students was used. A sample of 306 was used using Krejcie and Morgan's sample size determination table. A stratified sampling technique was used to select the students from the entire population. Closed-ended questions were used as the primary instrument for collecting data from respondents. The study found that self-regulated learning significantly influences students’ problem-solving ability (B = 0.265). Also, Peer-assisted learning significantly influences students’ problem-solving ability (B = 0.363). Again, Cognitive ability significantly influences students’ problem-solving ability (B = 0.343). Moreover, Cognitive ability mediates the relationship between self-regulated learning and student problem-solving ability (B = 0.313). Furthermore, Cognitive ability mediates the link between Peer-Assisted learning and student problem-solving ability (B = 0.358). Lastly, Cognitive ability moderates the relationship between Peer-Assisted learning and student problem-solving ability (B = 0.181). Multiple studies have examined the individual effect of the study construct, but the current study adds to existing literature by examining the effect of Peer-Assisted Learning (PAL) on Student Problem-Solving Ability (PSA) and the moderating effect of Cognitive Ability (CA) on the nexus between Peer-Assisted Learning (PAL) and Student Problem-Solving Ability (PSA).