The Level of Critical Thinking Skill and Academic Self- Efficacy as Perceived by a Sample of Students in the College of Education at King Faisal University in the light of their Academic Achievement Levels

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

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Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

American Journal of Educational Research and Reviews ◽

10.28933/ajerr-2017-12-0501 ◽

2017 ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Yalçın KANBAY ◽

◽

Elif IŞIK ◽

Özgür ASLAN ◽

Pınar TEKTAŞ ◽

...

Keyword(s):

Academic Achievement ◽

Critical Thinking ◽

Longitudinal Study ◽

Nursing Students ◽

Thinking Skill ◽

Critical Thinking Skill

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Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

Journal of Technology and Science Education ◽

10.3926/jotse.555 ◽

2019 ◽

Vol 9 (1) ◽

pp. 59 ◽

Cited By ~ 3

Author(s):

Rusmansyah Rusmansyah ◽

Leny Yuanita ◽

Muslimin Ibrahim ◽

Isnawati Isnawati ◽

Binar Kurnia Prahani

Keyword(s):

Critical Thinking ◽

Self Efficacy ◽

Model Development ◽

Thinking Skills ◽

Learning Model ◽

Scientific Activity ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Chemistry Teachers

Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers.

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