Effect of Reflective Learning Practices on Critical Thinking Skills and Motivation of Undergraduate Students

Clicks: 7
ID: 336691
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #525 of 953 articles by views in Pakistan Social Sciences Review

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 953 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The Partnership for 21st Century Skills emphasizes the importance of reflective practices to develop critical thinking skills and motivation in students. The aim of this study was to examine the effect of reflective learning practices on undergraduate students' critical thinking skills and motivation during chemistry course. In this study, a quasi-experimental design with one group pretest-posttest was applied, using convenience sampling to select a study group of 30 undergraduate students. In the experimental group, reflective learning practices were implemented. DOT-CCTTv3 (Danczak-Overton-Thompson Chemistry Critical Thinking Test) was used as the data collection tool. IMMS questionnaire was also used to get feedback about reflective learning practices in classroom and to what extent these practices affect their motivation. Descriptive statistical techniques such as mean and standard deviation were calculated, paired sample t test was used to determine the mean difference between the pretest and posttest scores of the groups. This difference was found to be in favor of the experimental group. In the study, when the pretest and posttest scores of the experimental group were checked, a significant difference was found between the DOT-CCTTv3 pretest and posttest mean scores. The results of IMMS questionnaire showed that all four factors greatly affect the motivation of students after reflective learning practices. Based on these finding, it is concluded that reflective learning practices have a positive effect on students' critical thinking skills and motivation. It is recommended that in regular curricula of schools reflective learning practices should be practiced including, reflective dialogue, group discussions, self- evaluation, thinking aloud for enhancing critical thinking learning comprehension among students. To keep students engaged and motivated throughout the course, teachers should ensure that they use problem-based approach, and developments in real life.
Reference Key
imported_1793231007_6ae2889f811ca Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Shahid Ismail Hamza
Are you one of these authors? Claim your profile
Journal Pakistan Social Sciences Review
Year 2024
DOI
10.35484/pssr.2024(8-IV)04
URL
https://ojs.pssr.org.pk/journal/article/view/815
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.