Comparison of demographic characteristics, animal science subject knowledge, academic performance and critical thinking skills in students majoring in animal science and equine science

2013 ◽  
Vol 33 (5) ◽  
pp. 388
Author(s):  
M.G. Rossano ◽  
S.V. Burk ◽  
W.J. Silvia ◽  
E.S. Vanzant ◽  
A.J. Pescatore ◽  
...  
2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Maryum Firdous, Rabia Riaz

Motivation has immense significance in human functioning. Self-determination theory describes motivation as autonomous and controlled types. The objective of this study was to explore the association between university students’ autonomous and controlled motivation and their two important academic outcomes: critical thinking skills and academic performance. The study sample consisted of 193 participants (57 men and 136 women) studying at the University of Karachi, Pakistan. Participants' autonomous and controlled motivation was assessed by the modified Academic Motivation Scale, critical thinking was assessed by the Critical Thinking scale of the Motivated Strategies for Learning Questionnaire, and academic performance was measured by the Subjective Academic Performance Scale. The analysis showed a significant medium-level positive association between students’ autonomous motivation and their critical thinking skills, and weak significant positive association between controlled motivation and their critical thinking skills and academic performance. However, autonomous motivation was not significantly associated with academic performance. It was also determined that differences in autonomous and controlled motivation scores of students with reference to their year of study were not significant. The findings highlight that both autonomous and controlled motivation may have a positive role in academic outcomes at university level in collectivist contexts


2020 ◽  
Author(s):  
Boban Simonovic ◽  
Katia Vione ◽  
Dean Fido ◽  
Edward Stupple ◽  
James Martin ◽  
...  

Learning and development of critical thinking skills in higher education is essential for academic achievement. The following experiment is first to examine the effect of online student perceptions and attitudes towards critical thinking across dimensions of confidence, valuing, misconceptions cognitive reflection and authors writing. Furthermore, we developed and examined the effect of four critical thinking workshops with an aim to help students improve their grade point average. Our analyses demonstrated that student’s confidence and cognitive reflection predict academic achievement. Moreover, the online CT intervention improved students’ CT attitudes, skills, and academic performance. Significant interactions were observed between time (pre and post-intervention) and intervention in cognitive reflection (as measured by the extend version of the cognitive reflection test; CRT) confidence beliefs and attitudes related to critical thinking (as measured by the critical thinking toolkit CriTT), and student grade point average (GPA; as measured by students performance on online modules). It was concluded that the critical thinking can be thought and that an intervention based ‘how to think’ rather than ‘what to think’ mixed approach can help students develop critical thinking, strengthen their confidence in critical thinking and help students improve their academic performance in an online setting.


2021 ◽  
Vol 5 (4) ◽  
pp. 1019
Author(s):  
Vinsensius Willy Yudhanta ◽  
Maria Ika Susanti ◽  
Maria Indarti Rustamti

The purposes of this study were: (1) To describe efforts to improve students' critical thinking and collaborative skills in the science subject at grade V SD Kanisius Kalasan in the even semester academic year 2020/2021; (2) To improve the students’ critical thinking skills through STAD-type cooperative learning model; (3) To improve the collaboration ability of grade V students through STAD-type cooperative learning model in science subject, especially the material of theobject’s shape changes. This research was a Classroom Action Research, conducting in two cycles following the stages of planning, implementing, observing, and reflecting. Data were collected through interviews, observation, and tests. Then, the data were analyzed by using quantitative and qualitative analysis. The results showed: (1) the efforts to improve students 'critical thinking and collaboration, (2) STAD-type cooperative learning model improved students' critical thinking skills; the mean score of the students’ critical thinking in the pre-cycle was 68.80; the score in cycle I was 76; and it increased to 79.36 in cycle II, (3) STAD-type cooperative learning model improved students' collaboration skills; the mean score in pre-cycle was 69.36; it increased to 84.46 in cycle I and increased to 86.25 in cycle II.


2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis


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