Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South

Okolie, Ugochukwu Chinonso; Igwe, Paul Agu; Mong, Ifeanyi Kalu; Nwosu, Hyginus Emeka; Kanu, Clementina; Ojemuyide, Chidiebere C.

doi:10.1080/07294360.2021.1896482

Cited by 15 publications

(12 citation statements)

References 31 publications

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“…That is, learners are involved in different activities with other learners to improve their skills and abilities. In line with the present study, Okolie et al [78] claimed that learner-centered approaches and teaching strategies can improve speaking skills effectively.…”

Section: Discussionsupporting

confidence: 89%

A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of Scaffolding Method on EFL Learners’ Speaking Achievement

Sarmiento-Campos

Guillermo

Silvera-Alarcón

et al. 2022

Education Research International

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Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group ( p < 0.05 ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.

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“…Today, efforts are made by educational stakeholders to bring about curriculum reform that advocates for a learnercentered approach to teaching in schools [38,39]. ese reforms focus on the introduction and adoption of modern innovative pedagogy, which helps students' skill development and application of critical thinking in problem-solving when it comes to CP [40]; self-directed learning [41] and working collaboratively are essential [42]. IP tends to mean improving the existing teaching and learning methods in a creative but value increasing way [43,44].…”

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Omeh

Olelewe

2021

Education Research International

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Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

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“…He et al [39] argue that many technological tools that aid teaching such as computer‐aided instruction (CAI), authoring tools [45], cloud computing [16], Google classroom [15], Google data studio, and Google meet, among others constitute modern instruction methods should be incorporated into the teaching and learning process. Thus, IP is the application of modern teaching methods in the classroom to improve teaching and learning activities [71,73]. According to [73,108], innovative pedagogies are instructional methods that help students acquire job and life skills.…”

Section: Introductionmentioning

confidence: 99%

Impact of teaching computer programming using innovative pedagogy embedded with live online lectures and related tools: A randomized control trial

Omeh

Olelewe

Nwangwu

2022

Comp Applic In Engineering

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This study focused on the impact of teaching a computer programming course using innovative pedagogy namely a combination of context-based learning and problem-based interspersed with live online tools (Google Classroom and Google Meet) on university students in southeast, Nigeria. This study used a quasi-experimental research design and intact classes with a nonequivalent group. The population for the study comprised all 152 second-year computer education students in universities in Southeast Nigeria that offers computer programming. The sample consists of 60 males and 92 females in the three universities used. A computer programming achievement test was used to collect the data. The result showed that students worked collaboratively on the Google classroom and Google meet platforms, effectively enhancing collaboration learning among novice programmers as they chose when to learn, thus making the teaching and learning of programming less difficult. Findings further showed that student academic achievement significantly improved in programming skills, digital skills development, and self-efficacy in the treatment group more than in the control group. This improved performance was attributed to self-efficacy which was attributed to IP students were exposed to. It was suggested that computer lecturers should integrate innovative pedagogy using Google classroom and Google meet in their instructional delivery approaches.

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“…In addition, in the field of English Language Teaching (ELT), the development of teaching language skills and its combination with language learners' ever-changing needs such as 21 st century skills have become a main focus (Çınar, 2021). The 21 st century skills at higher education help students to enter the work life with the capacity to think creatively and critically, interact with others, take initiative when faced with a problem, and fully utilize technology (Okolie et al, 2021;Weeks et al, 2020). Thus, learners in higher education need to be prepared to acquire the 21 st century skills as their wants in this challenging era indicated that the teaching materials must be able to promote these skills (Menggo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Professional Development and Efl Teachers’ Practices in Activating Learners’ Acquisition of 21st Century Skills

Alzahrani

Nor

2022

PEC

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Teachers who teach English as a foreign language (EFL) should constantly develop their skills and knowledge by taking part in professional development programs (PDPs) which keep them aware of the most recent teaching trends. This mixed method study seeks to explore how PDPs influence EFL teachers’ teaching practices in activating 21st century skills, and therefore their students’ acquisition of these skills. It also examines the correlation between EFL teachers’ activation of 21st century skills and their students’ acquisition of these skills. The study used a sequential explanatory research design by utilizing questionnaires and semi-structured interviews. The results revealed that the two dimensions of 21st century skills that got the highest level of activation were the collaboration and communication skills. Furthermore, the results showed that the students acquire all 21st century skills with different levels of acquisition. Finally, the results showed that EFL teachers’ activation of 21st century skills had no significant direct correlation with students’ acquisition of these skills. These findings could provide insights on the area of PDPs that need to be researched more in different contexts. They also suggested that PDPs designers should incorporate all dimensions of 21st equally to be activated accurately by teachers in higher education institutions. Keywords: professional development, EFL teachers, EFL learners, 21st century skills activation, 21st century skills acquisition

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“…Therefore the combination with IBL is one solution for learning activities that will really be able to have an impact on increasing students' critical thinking skills. IBL is a learning environment that involves students in learning, formulating questions, investigating, critical thinking, building understanding, meaning, and new knowledge that is used to answer questions or determine problem solutions (Beneroso & Robinson, 2022;Garba et al, 2015;Okolie et al, 2021). If PBL tends to solve problems theoretically, then IBL will improve student learning in practice, so that it can equip students with the skills they need to succeed in the future (Khalaf & Zin, 2018;Murphy et al, 2021;Warfa et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Implementation of PBL and IBL Models Assisted by Video Media to Improve Critical Thinking Skills

Yusuf

Subagya

Maulana

et al. 2022

j. ilm. sekol. Dasar

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Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment. This is be able to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to analyse the improvement students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students who were in grade 5, consisting of 30 students. The instrument used for data collection in this study was a descriptive description test. The data analysis technique used in this research is descriptive statistical technique. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills, thus, it is proven that the integration between innovative learning models and learning media contributes positively to the improvement of students' abilities and competencies.

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Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South

Cited by 15 publications

References 31 publications

A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of Scaffolding Method on EFL Learners’ Speaking Achievement

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Impact of teaching computer programming using innovative pedagogy embedded with live online lectures and related tools: A randomized control trial

Professional Development and Efl Teachers’ Practices in Activating Learners’ Acquisition of 21st Century Skills

Implementation of PBL and IBL Models Assisted by Video Media to Improve Critical Thinking Skills

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