Identifying and Comparing Elementary Students’ Problem-Solving Behavior Patterns Using Lag Sequential Analysis

Abstract

This paper investigates the elementary students’ problem-solving behavior patterns using the lag sequential analysis. 90 students in grade 5 were required to develop their own solution to the task in an online assessment system and all their interactive behaviors were recorded and then coded for sequential analysis. Comparing the analysis results between the higher-score and lower-score students shows that regardless of the prior knowledge and school exam performance, their differences in the problem-solving behavior pattern led to the discrepancy in task performance.