Date of Award:

8-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Engineering Education

Committee Chair(s)

Oenardi Lawanto

Committee

Oenardi Lawanto

Committee

Ning Fang

Committee

Wade Goodridge

Committee

Cassandra McCall

Committee

Yashin Brijmohan

Committee

Don Cripps

Abstract

Engineering problem-solving is a complex process and needs comparatively sophisticated thinking. Engineering education researchers often investigate to understand how students think to assist students in need and improve retentions in Engineering programs. Through a focus on understanding two different performance levels, engineering educators can understand (a) what engineering problem-solvers are mentally experiencing, (b) why and how these mental experiences are instigated. With more detailed understanding of human thinking in engineering problem-solving, engineering educators can take better steps in facilitating and easing these complex processes.

This study aimed to contribute to understanding engineers’ thinking during problem solving thinking across two groups (i.e., proficient, and limited proficient) in terms of the condition of mental states, and how these different mental states handled the thinking. To understand the thinking of proficient and limited proficient groups, the engineering students’ problem solutions are qualitatively analyzed using multilevel mixed qualitative methods. To understand thinking mechanism of the two different problem-solving groups, the researcher implemented inductive and thematic reasoning. For understanding the quality of mental condition, abductive reasoning is performed to explain and interpret six attributes defined in this study. Abductive reasoning provides the best contextual explanations of the phenomenon under study.

The study identified that the mental states and the condition of mental states that handle the thinking are highly different in two different performance groups in engineering context. The proficient performing group can clearly and structurally think. They are creative, quick, and better fixers while solving problems. On the other hand, the limited proficient problem solvers have difficulty in thinking clearly and processing visual, conceptual, and mathematical information in engineering settings. The limited proficient problem solvers often depend on remembering isolated ideas, facts, and problem-solving frame, resulting in thinking contradictions, confusions, and forgetfulness. These groups of problem solvers also think and use irrelevant ideas while solving problems, which distract them from following the actual problem-solving steps.

The condition of mental states of proficient and limited proficient problem-solving groups is also quite different. While proficient groups initiate more appropriate, extensive, and fitting knowledge to solve problems, the limited proficient problem solvers lack them. In fact, the limited proficient problem solvers possess invalid, missing, unsuitable, and rigid knowledge pieces.

This extensive study is expected to assist engineering educators to observe and understand what their students are experiencing mentally during problem-solving and how to design more effective educational materials to assist students and enhance their retention in engineering programs. Moreover, this study may enable future researchers and scholars to develop technological solutions.

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