Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students

Xhomara, Nazmi

doi:10.1504/ijlc.2022.119513

Cited by 10 publications

(8 citation statements)

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“…The Beta Standardized coefficient, .845 for the main group of subjects, and .528 for the comparison group of them of didactic-artistic tools explain, respectively, 84.5% and 52.8% of the variance in the total score of artistic skills development caused by didactic-artistic tools. The result was coherent with the abovementioned research studies (Lafrenière & Cox, 2012;Perez-Fabello & Campos, 2011;Van Assche, 2017;Meltzer & Schwencke, 2019;Stipech & Mantaras, 2004;Xhomara, 2022;Hallam, 2010;Younes, 2012;Budkeev et al, 2016;Koutsoupidou, 2008;Puppe et al, 2020;Roslaili et al, 2019;Adams, 2016;Davidson, 2018), who argued that didactic-artistic tools predict artistic skills development. To sum up, hypothesis # 1: Didactic-artistic tools predict artistic skills development of arts master students, is supported.…”

Section: Discussionsupporting

confidence: 88%

“…Some other studies are focused on the influence of cognitive skills on artistic knowledge and skills. Cuadrado research work (2018), pointed out a positive relationship between cognitive and social skills and art skills, such as musical, drawing, and sculpting ones; concurrently, Xhomara (2022), andHallam (2010) revealed effects of student-centered instruction, active involvement with critical thinking skills, and music on the intellectual, social and personal improvement of children and young people. Steele et al (2016), as well as Younes (2012), show that artistic students' learning supports artistic creativity; meantime, art students artistic skills help advance accomplishments, as well as increasing the amount of time that students use to gain knowledge (Puppe et al, 2020;Roslaili et al, 2019;Xhomara & Hasani, 2018).…”

Section: Relationship Between Didactic-artistic Tools and Artistic Sk...mentioning

confidence: 99%

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Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

Hala¹,

Xhomara²

2023

PED

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The goal of the study was to investigate the impact of didactic tools and works demonstration on the artistic skills development. The study found a high positive correlation between didactic-artistic tools and artistic skills development, as well as between artistic works demonstration and artistic skills development. Didactic-artistic tools explain respectively 84.5% and 52.8%; meanwhile, artistic works demonstration explains 92.7% and 79.4% of the variance of artistic skills development.

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Section: Discussionsupporting

confidence: 88%

Section: Relationship Between Didactic-artistic Tools and Artistic Sk...mentioning

confidence: 99%

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

Hala¹,

Xhomara²

2023

PED

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“…[26][27] [6] says that activities that train students' critical thinking skills should be used in the learning process to give students a chance to improve their critical thinking skills. Students can improve in school if they learn to think critically [28] [29]. Learning media can make it easier for teachers to explain lessons, and appealing media designs can get students to think more critically [30][31] [10].…”

Section: Introductionmentioning

confidence: 99%

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Febliza

Afdal

Copriady

2023

Int. J. Interact. Mob. Technol.

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This study aims to analyze the comparison of students' critical thinking skills by using learning media based on phenomenon-based learning in a general chemistry course. The media were an interactive web module and an interactive video about the colloidal system. This research is comparative research with a quantitative approach. The sample comprised 68 students from the State Islamic University of Sultan Syarif Kasim Riau and The University of Riau from the chemistry education department. The research data were obtained from students' critical thinking ability test, which consisted of 10 questions and was analyzed using SPSS version 26 for windows. The data collected were analyzed using mean and standard deviation to notice the difference in students' achievement, while analysis of covariance (ANCOVA) was used to test hypotheses and the effect size contribution. The results showed there is a significant difference in students' critical thinking skills between classes that use interactive web modules and classes that use interactive video. Both PhenoBL learning media can improve students' critical thinking skills where the effect size reaches one-third of the percentage. Therefore, educators can consider these learning media to facilitate students in improving critical thinking skills.

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“…found that collegial school management predicts the students' life skills; meanwhile, Mittal & Sindhu (2012) believe that successful people are those emotionally balanced; emotional intelligence contributes to effective leadership (George, 2000), as well as to mood management (Matthews, Emo, Roberts & Zeidner, 2014); and Mayer and Geher (1996), as well as Clarke (2006), found that the skills to connect thoughts to emotions are related to empathy. Student-centered teaching is a strong predictor of critical thinking skills and an important variance in academic performance may be explained by class participation and coursework (Xhomara, 2022;Xhomara & Baholli, 2022).…”

Section: Emotional Intelligence and Students' Successmentioning

confidence: 99%

The Impact of Emotional Intelligence Test Subscales on Students' Success

Xhomara,

Shkembi

2023

icfte

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The study aims to measure the impact of self-awareness, self-management, social awareness, relationship management, and self-motivation on students' success of the students. A correlational research design and a systematic sample of students with bachelor's degrees were used in the study. Primary data was obtained from 945 respondents from the student population. The study indicated a linear relationship between self-awareness, self-management, social awareness, relationship management, self-motivation, and students' success. The study found that the variance explained by self-awareness in students' success was .200, by self-management is negative and its values were -.154, by social awareness was .065, by relationship-management was .284, by self-motivation was .453. The study found that self-awareness, social awareness, relationship management, and self-motivation were positive predictors of students' success; meanwhile, self-management was a negative predictor of students' success. The strongest predictor of students' success was self-motivation which explains 45.3% of the variance; at the same time, the least predictor of students' success was social awareness which explains 6.5% of the variance. According to the results of the study, self-awareness, self-management, social awareness, relationship management, and self-motivation impact students' success. Thus, supporting self-awareness, self-management, social awareness, relationship management, and self-motivation is considered a support to students' success as well.

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Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students

Cited by 10 publications

References 0 publications

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

The Impact of Emotional Intelligence Test Subscales on Students' Success

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