Online reciprocal peer tutoring approach in Facebook: measuring students' critical thinking
Critical thinking skills are one of the essential employability skills for graduates when entering the workforce. The lack of critical thinking skills among Malaysian graduates is a concern, as these skills are vital for success in the 21st century. Therefore, this paper aims to study the effe...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Kassel University Press
2022
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/6877/1/J13809_a6387dce771038df337418be6e7ecac2.pdf http://eprints.uthm.edu.my/6877/ https://doi.org/10.3991/ijet.v16i23.27451 |
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| Institution: | Universiti Tun Hussein Onn Malaysia |
| Language: | English |
| Summary: | Critical thinking skills are one of the essential employability skills
for graduates when entering the workforce. The lack of critical thinking skills
among Malaysian graduates is a concern, as these skills are vital for success in
the 21st century. Therefore, this paper aims to study the effects of online recip�rocal peer tutoring (RPT) through Facebook discussion on students' critical think�ing. In this study, the instructor used the online RPT approach on Facebook to
nurture students to think critically. In RPT, the tutor role is switched between
participants in each task, giving equal opportunities to all learners to benefit from
the tutor and tutee role. This approach was integrated into their learning for four
weeks to increase students' critical thinking. They need to be involved in 4 critical
thinking tasks based on Bloom's taxonomy during the learning process. Twenty�nine undergraduate students from the School of Education, Faculty of Social Sci�ences and Humanities at Universiti Teknologi Malaysia completed the validated
instrument, Watson-Glaser Critical Thinking Appraisal test (inference, assump�tion, deduction, interpretation, evaluation arguments) before and after the treat�ment. The findings show that it is significantly different in making inference (Z=-
3.85, p=.000<*.05) and deduction (Z=-3.627, p=.000<*.05) criterion in post-test.
These revealed that students who engaged in the online RPT environment showed
positive improvements in those criteria in critical thinking after the treatment. In
conclusion, students' critical thinking can be nurtured using Facebook with active
learning strategies such as online RPT. |
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