Student Belief and Involvement in the Paranormal and Performance in Introductory Psychology

1989 ◽  
Vol 16 (4) ◽  
pp. 187-191 ◽  
Author(s):  
Wayne S. Messer ◽  
Richard A. Griggs
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Introductory Psychology ◽  
Critical Thinking Skills ◽  
Personal Involvement ◽  
Course Grades ◽  
And Performance

Student belief and. involvement in 10 paranormal phenomena were assessed via questionnaire. Prevalence of belief was extensive, with over 99% of the sample expressing belief in at least one phenomenon. Personal involvement was less prevalent but substantial. Over 65% indicated personal involvement in at least one phenomenon. In addition, men who believed in ESP/psycho-kinesis and firewalking and women who felt they had personally experienced precognition during dreams had significantly lower course grades than their skeptical and uninvolved counterparts, even when the effect of SAT score was removed. In light of these findings, we discuss the introductory psychology instructor's role in combating unfounded beliefs and fostering critical thinking skills.

scholarly journals CRITICAL THINKING SKILLS AMONG MOROCCAN PHD STUDENTS OF HEALTH SCIENCES

2020 ◽  
pp. 279-288
Author(s):  
Imane Ghazlane ◽  
◽  
Bouzekri Touri ◽  
Mohamed Bergadi ◽  
Khalid Marnoufi ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Research Methodology ◽  
Research Work ◽  
Scientific Research ◽  
Thinking Skills ◽  
Health Sciences ◽  
Critical Thinking Skills ◽  
Close Relationship ◽  
And Performance ◽  
Set Up

The significant weakness in problem solving and innovation continues to affect scientific production in Morocco. That’s why, many reforms are set up to address the various problems raised. The national strategy for the development of scientific research by 2025 indicates the proper conduct and methodological integrity of research work. Literature states that critical thinking is the intellectual basis of the scientific research method. Furthermore, it has been empirically demonstrated that students with strong critical thinking skills(CTS)perform well in research methodology subjects. Therefore, the close relationship between critical thinking skills and performance in the research methodology application highlights the potential of young researchers in this area. The present work is the subject of an exploratory study that intends to reveal CTS, considered as an essential foundation for any research methodology, among 25 participants registered as researchers belonging to health sciences majors. The findings of this study scored moderate overall results of CTS. A significant correlation has been found between the overall score skills of the HSRT and the scores of the marks of their final projects. The correlation indicates that the success of their dissertation work was related to the deduction, evaluation, and inference subscales of the HSRT.

scholarly journals Pengembangan Lembar Kegiatan Siswa (LKS) Dan Media Pembelajaran Inkuiri Berbasis Keterampilan Berpikir Kritis

2014 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Ida Bagus Rini Jayanti ◽  
Suyidno Suyidno ◽  
Sri Hartini
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Model Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Class Viii ◽  
The Subject ◽  
And Performance

LKS at schools still contained the materials and exercises without learning media have been caused the low ability of students in critical thinking skills. Therefore, carried out a research that aims to produce LKS and learning media of inquiry based on critical thinking skills of junior high school students on the subject of pressure effectively. The research spesific objectives are to describe the feasibility of LKS and learning media, critical thinking skills of students, and the response of students towards LKS and learning media. This research is ASSURE model development. The subjects were 30 students of class VIII-C SMP Negeri 1 Banjarmasin. The data were analyzed by descriptive quantitative and qualitative. Findings were obtained: (1) LKS which developed satisfied feasibility about approach content, presentation instruction, presentation of content, appropriateness of content, and performance of physic, (2) learning media which developed satisfied feasibility about benefits, presentation, and use of media props, (3) critical thinking skills of students categorized as good, (4) the students  response of interests and attitudes towards LKS categorized as good, (5) the students response of interests and attitudes towards learning media categorized as very good. Retrieved conclusion that LKS and learning media of inquiry based on critical thinking skills of students who produced effectively. 

scholarly journals Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning

2020 ◽  
Vol 19 (2) ◽  
pp. ar16
Author(s):  
C. Daniel Riggs ◽  
Sohee Kang ◽  
Olivia Rennie
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Positive Impact ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Course Materials ◽  
And Performance ◽  
Proven Method

Active-learning exercises such as the generation of exam questions are a proven method of increasing student engagement and promoting critical-thinking skills. Students were encouraged to use questions generated by their peers to help promote learning of course materials. A statistically significant correlation between use and performance is reported.

scholarly journals Preparing students for pharmacy practice using critical thinking and reflection

2021 ◽  
pp. 789-802
Author(s):  
Kimberly B. Garza ◽  
Channing R. Ford ◽  
Lindsey E. Moseley ◽  
Bradley M. Wright
Keyword(s):  
Critical Thinking ◽  
Identity Development ◽  
Student Perceptions ◽  
Learning Experience ◽  
Pharmacy Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pharmacy Education ◽  
Care Process ◽  
Course Grades

Background: Social, behavioural, and administrative sciences are among the Accreditation Council of Pharmacy Education (ACPE) mandated foundational knowledge requirements for pharmacy school curricula. However, they are often taught in isolation, whereby students lose sight of their meaning and significance in the Pharmacists’ Patient Care Process (PPCP). Objective: The objective was to assess performance and critical thinking skills and explore student perceptions of a Longitudinal Patient Case assignment that integrates knowledge from multiple domains into a learning experience exploring how patients and pharmacists navigate the complexities of the US healthcare system. Methods: Student pharmacists developed their case throughout the term by incorporating course concepts, then submitted a narrated PowerPoint presentation. Quantitative data sources included overall scores, scores for each domain, midterm and final examination scores, and final course grades, analysed using descriptive statistics and Pearson’s correlation. Student reflections encouraged self-discovery and professional identity development and served as the qualitative data source. Thematic analysis occurred through a multi-phase approach. Results: All first-year student pharmacists (n = 153) participated. Scores on the narrated PowerPoint were significantly correlated with midterm and final exams and were moderately correlated with overall course grades. Themes that evolved from students’ self-reflections focused on project execution and learning/knowledge. Conclusions: Synthesising and applying content across a course in this manner enables students to make connections, think critically, and be creative.

scholarly journals The Undergraduate English Students’ Perception, Plan, and Implementation of Critical Thinking Skills in Their Presentation

2021 ◽  
Vol 11 (4) ◽  
pp. 485-494
Author(s):  
Silvia Nanda Putri Erito ◽  
Dwi Anggani Linggar Bharati ◽  
Puji Astuti
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Challenging Tasks ◽  
And Performance ◽  
The University ◽  
English Students

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.

Preliminary Evidence on the Association between Critical Thinking and Performance in Principles of Accounting

2005 ◽  
Vol 20 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Burch T. Kealey ◽  
Jonna Holland ◽  
Marsha Watson
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Thinking Skills ◽  
Preliminary Evidence ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
Academic Aptitude ◽  
The Cross ◽  
Principles Of Accounting ◽  
And Performance

This study tests whether critical-thinking skills can help explain the cross-sectional variation in student performance in principles of accounting. Prior research has used such measures as academic aptitude and demographic factors to explain performance in the principles of accounting class. We argue that success in principles of accounting also requires critical-thinking skills. We measured critical-thinking skills by using a holistic scoring process to evaluate student essays. Our results show that even after controlling for academic aptitude, our measure of critical-thinking skills contributes significantly to explaining the cross-sectional variation in student performance in an accounting principles class. Understanding the relationship between critical thinking and success in accounting may contribute not only to reducing the failure rate in principles of accounting, but also to encouraging an emphasis on critical thinking in the preparation of accounting professionals.

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

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

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