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Students' learning orientation, as applied towards learning problem solving,may be differentiated into learning a problem solving framework for its ownsake, learning for the sake of doing well in the course, and non-goal-relatedconsiderations. In previous work, the role of learning orientation in studentperformance on a metacognitive problem solving exercise appeared to have somecorrelation with choice of major within life sciences, gains in conceptualunderstanding and attitudes towards problem solving skills. We examine a largerdata set, taken from fourteen laboratory sections over six semesters of anintroductory algebra-based physics course at the University of CentralArkansas, in which students worked on the problem solving exercise with theirlaboratory partners prior to a conceptually related laboratory exercise. Wediscuss the implications of analysis of the larger data set, in considerationof two arguably different IPLS-like populations.

The Effect of Students' Learning Orientations on Performance in Problem Solving Pedagogical Implementations