An Empirical Study on Basic and Conceptual Knowledge, Procedural Knowledge and Problem Solving among Primary School Students.

Saved in:

Bibliographic Details
Title:	An Empirical Study on Basic and Conceptual Knowledge, Procedural Knowledge and Problem Solving among Primary School Students.
Authors:	Žakelj, Amalija¹ amalija.zakelj@pef.upr.si, Štemberger, Tina¹ tina.stemberger@upr.si, Klančar, Andreja¹ andreja.klancar@pef.upr.si
Source:	International Journal of Instruction. Oct2025, Vol. 18 Issue 4, p627-650. 24p.
Subject Terms:	Decimal system, Problem solving, Competency tests (Education), Academic achievement, Theory of knowledge, Concept learning, *School children, Empirical research
Abstract:	In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2025.18434a