The coordination of clinical and didactic learning experiences to improve critical-thinking skills and academic performance

2008 ◽  
Vol 3 (1) ◽  
pp. 11-15 ◽  
Author(s):  
Cynthia L. Maskey
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals AUTONOMOUS & CONTROLLED MOTIVATION AND ACADEMIC OUTCOMES AMONG UNIVERSITY STUDENTS

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Maryum Firdous, Rabia Riaz
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
University Students ◽  
Academic Outcomes ◽  
Positive Association ◽  
Autonomous Motivation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controlled Motivation ◽  
Autonomous And Controlled Motivation

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

scholarly journals The impact of attitudes beliefs and cognitive reflection on the development of critical thinking skills in online students

2020 ◽  
Author(s):  
Boban Simonovic ◽  
Katia Vione ◽  
Dean Fido ◽  
Edward Stupple ◽  
James Martin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Cognitive Reflection ◽  
The Impact

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.

scholarly journals Metode Problem Solving, Minat Belajar, dan Pengalaman Belajar terhadap Kemampuan Berpikir Kritis

2020 ◽  
Vol 14 (2) ◽  
pp. 83-89
Author(s):  
Rokhman ◽  
Onik Farida Ni'matullah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Quantitative Research ◽  
Learning Experience ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Methods ◽  
Analysis Technique ◽  
Learning Interest

Problem solving learning model is a learning approach that presents problems as an initial foundation to build students' critical thinking skills by skillfully solving problems. The problem presented is a problem that has a context with the real world, so it is able to encourage students to think actively in accordance with the experiences they have experienced. Researchers chose Cluster II SDN Lumbang Subdistrict Pasuruan Regency as a place of research, because with the consideration that the school had never done research, especially social studies subjects. The purpose of this study is to find out: (1) The effect of problem solving learning methods on critical thinking skills, (2) The influence of learning interest on critical thinking skills, (3) The effect of learning experiences on critical thinking skills, and (4) The influence of problem solving learning methods, interest in learning, learning experiences on critical thinking skills. This type of research is quantitative research. Variables determining learning problem solving, learning interest, learning experiences, and critical thinking skills. The study population consisted of 158 students, while the sample was 113 students. Data collection techniques using questionnaires. The analysis technique used is multiple linear regression. The results showed that simultaneously and partially Problem Solving Learning Method, Learning Interest, Learning Experience affect Critical Thinking Ability

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

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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