Engaging students in critical thinking through information competency assessment: A single group repeated measures design / Lleuvelyn Areglado Cacha
This study investigated the extent to which critical thinking could be promoted through question based framework via information competency assessment. The ability to evaluate information’s credibility using critical thinking is key indicator of information competency. The study set out to determ...
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Format: | Thesis |
Published: |
2013
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Online Access: | http://studentsrepo.um.edu.my/5600/1/CACHA_LLEUVELYN_AREGLADO_(WHA080016).rar http://studentsrepo.um.edu.my/5600/ |
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Institution: | Universiti Malaya |
Summary: | This study investigated the extent to which critical thinking could be promoted through
question based framework via information competency assessment. The ability to evaluate
information’s credibility using critical thinking is key indicator of information competency.
The study set out to determine strategies how critical thinking transpired through infusion of
information competency into content instructions to encourage critical thought processes
and authentic learning. An assessment tool is required where students are empowered to
challenge ideas, investigate complex information problems, and look for workable solutions
integrating information technology capabilities. Prior to commencing the study, a range of
online assessment tools used in universities abroad including iSkills and iCritical Thinking
Certification of ETS are reviewed to gain insights into best instructive practices that
encourage critical thinking in research, evaluation, creation and communication of
information. Using questioning or problem-based approach in the constructivist and
cognitive framework the study has established that technology integration supports higherlevel
cognitive processes as it increases student’s effective interaction with information. A
repeated measures design is used with pre-test/post-test and investigative searching
assessment to determine the degree of learning and evidence of critical thinking skills
resulting from the web based assessment of information competency. The design
manipulates the impact of instructional strategies for furthering critical thinking through
active engagement with problem solving exercises in steady progression of information
competency skills. Initial sample consisted 21 Masters of Library and Information Science
graduate students, of whom 3 did not complete, with strongly varying academic
backgrounds, professional experience and with different levels of competence participated in
this study. The practical relevance of using repeated measures design, employing the same
group of participants in every assessment is clearly supported by the current findings. It
makes sense to get information from a single group of graduate students through multiple
benchmark assessments across a five-month semester course “Information Needs and
Behaviour”. Students’ intense participation in multiple cognitive skills assessment activities
allows researcher to check perspectives that facilitate understanding through descriptive
qualitative strategies. Utilizing the strategy of supplementing quant itative with qualitative
methods lessens perceptibly the amount of time it takes to collect multiple-data in different
ways to describe accurately the phenomenon under study. Quantitative data included scores
through repeated measures design of pretest/posttest, and a foreign based investigative
searching assessment. While qualitative data utilized descriptive means, open-ended
questions, interviews to capture participants’ perceived challenges and learning experience
further evidenced from student learning portfolios to verify improvement of their critical
thinking. The results corroborated with participants’ responses that purposeful assessment
activities that involved well thought out evaluation of information’s credibility and
significance can increase their cognitive abilities to problem solve and make informed
decisions regardless of their starting point or aptitude level. Findings signified that
individual students can make an amount of improvement through active learning
engagement on tasks that trigger further inquiry and careful evaluation that sharpen critical
thinking. Finally, the study has given an account that web based assessment of information
competency can be an invaluable tool for encouraging critical thinking as evidenced by
assessment results and participants’ responses. It provides the means to practice and increase
awareness of their critical thinking to improve the outcomes of their thought processes |
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