Problem Solution Strategies - Free Paper Example

Introduction

Problem solution strategies are essential tools that a student has to implement in order to find a solution to academic problems. The problem solution strategies mainly entail figured solutions to academic problems such as poor performance in class, poor performance in group work, and other core-curriculum activities. This paper shall discuss my main learning weakness and the proper strategies implemented to deal with the weakness.

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Learning Strategy

My recent assessment in collages reflects poor academic performance. For that reason, I have drafted a learning strategy that will help in improving my academic performance. My learning strategies weakness or problem is minimizing cramming. Cramming is my main weakness, and it has contributed significantly to poor academic performance in school. Therefore, immunizing cramming is a proper strategy that can help in solving my problem.

According to the Index of Learning Style, I learn information through listening to the instructor. I agree with my index of learning result because I prefer visual presentation more than the verbal expression. I believe that visual representation is more effective as it enables the instructors to demonstrate the idea. The main challenge or weakness that I experience in college is the inability to grasp the class's mathematical concepts. In high school, I experienced the same challenges, but I managed to record a good result in the subject through consultation and group work. The weakness is specifically in mathematics class. I believe that my performance in the subject of mathematics will reduce if I do not find a solution to the problem. Also, my general academic performance can be affected by poor performance in the subject. Therefore, I am determined to find a long-lasting solution to the problem.

Cramming

During my research, I realized that the root cause of the problem is cramming. In high school, I used to do a lot of cramming since I failed to manage my time effectively in order to get enough time for my studies. Cramming is a poor leaning technique as it enables the student to store information in a short-term memory where it is accessible in a short time. Mathematics is a subject that entails multiple concepts that relate to each other, therefore, its concepts should be stored in a long term memory rather than a short term memory. The best solutions to my weakness are minimizing cramming, dealing with anxiety in mathematics class, and participating in a study group.

I believe that the three solutions will work effectively to solve my weakness. They include minimizing cramming, dealing with anxiety in mathematics class, and participating in a study group. Minimizing cramming enables me to store the mathematic concepts in a long term memory. The strategy will help me understand the newly introduced concepts in class that relate to the previous ones. Dealing with mathematics anxiety is a good strategy as it enables me to be courageous and develop a mindset that mathematics is easy. Anxiety is one problem that interferes with the learners’ performance in mathematics (Furner, 2011). Lastly, group study participation helps to consult fellow students about the concepts I did not grasp well in class. I will improve my ability to understand mathematics concepts in a class by participating in a group of studies.

Conclusion

I have practically implemented the solution, and it worked effectively. I joined a study group, and my group member made work easier as they explained the mathematical concepts in an easier way than the teacher. I have gained some skills, and now I believe that I will have the idea of how to understand the concepts as taught in class. I will maintain the relationship with the group members to work with them in the future. I believe that my mathematics performance will significantly improve by maintaining a good relationship with my group members.

Work Cited

Furner, Joseph M., and Alyssa Gonzalez-DeHass. "How do students’ mastery and performance goals relate to math anxiety?." Eurasia Journal of Mathematics, Science and Technology Education 7.4 (2011): 227-242.