Relationship between Critical thinking and academic self- concept: An experimental study of Reciprocal teaching strategy

Mafarja, Nofouz; Zulnaidi, Hutkemri

doi:10.1016/j.tsc.2022.101113

Cited by 14 publications

(10 citation statements)

References 34 publications

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“…As we did our best to engage students, we take reciprocal instruction seriously because it has wonderful effect on student to be mastered in critical thinking like analyzing, observing and communication. In agreement with this study Mafarji in 2020 examines relationship between critical thinking and self-concept based on reciprocal teaching while his statistical population was 120 Palestinian 10 th grader(Mafarja & Zulnaidi, 2022). Then it is concluded that reciprocal teaching has the potential to improve critical thinking skills, academic self-concept.The difference between the experienced group and control group id significat.…”

supporting

confidence: 56%

Scaffolding Constructivism and Reciprocal Instruction (CAR): A Multi-instruction to Improve Elementary Students' Comprehension Skills

Taheri Asl,

Setayeshi

2023

JPEE

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In this study, we examine the effect of two Constructionist model And Reciprocal instructions (CAR) to typical fourth grade language arts instructional practices. 12 weeks, cluster randomized study was conducted to estimate effect of CAR instructions.fourthly students in two groups assigned by school to those instruction spontaneously. The research design was employed using two Interact classes: control (n=20) and experimental (n=20). The control class taught by traditional instruction whereas CAR class receives comprehension principles equivalent 90 mins per weeks in instructor guided small group students who participated CAR instruction in small groups outperformed students in traditional instruction groups on standardized reading comprehension tests.

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supporting

confidence: 56%

Scaffolding Constructivism and Reciprocal Instruction (CAR): A Multi-instruction to Improve Elementary Students' Comprehension Skills

Taheri Asl,

Setayeshi

2023

JPEE

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“…The development of learners' critical thinking abilities is aided by reciprocal teaching strategies, which can also help them succeed academically. Consequently, in secondary Palestinian physics students, reciprocal instruction has the potential to enhance critical thinking abilities, academic self-concept, and the relationship between critical thinking abilities and academic self-concept (Mafarja & Zulnaidi, 2022). When students master these metacognitive reading and listening skills, their reading and listening skills will improve.…”

Section: Resultsmentioning

confidence: 99%

The Implementation of the Reciprocal Teaching Strategy for Enhancing Listening Comprehension

Ahada¹

2023

borju. borneo. educational. j.

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In order to demonstrate the value of reciprocal classroom strategies for improving students' listening abilities, this research examines the effectiveness of the approach by focuses on many modern pedagogic theories this strategy agrees with, demonstrating its efficacy as a technique that can be used in classrooms. Participating in this study were 78 students from Mulawarman University's English department. Three methods of data collection, tests, interviews, and observations have been used to gather the data. The numeric data were calculated using the ratter’s indicating the rating, and the qualitative data were examined using the constant comparative method. The study's findings showed that Reciprocal Teaching should succeed in overcoming beginners' difficulties with listening, keyword detection, identifying grammar and vocabulary, and differentiating remarkable sounds. The lectures are encouraged to implement the research's findings in order to help inheritor students learn to listen through reciprocal teaching. The enhancement of Reciprocal Teaching illustrated shape implies rating of pre-check became 43, increasing to first post-test 76.6 and second post-test 87.The goal of the study is to understand how much Reciprocal Teaching helps students overcome the obstacles to effective listening as well as the learning environment that results from its use. The importance of listening skills is discussed in the final section of the paper, along with how reciprocal teaching strategies can be used to develop students' higher-order thinking abilities and then engage them in meaningful conversations that will help them speak more effectively.

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“…For example, in a situation of solving averagely complex school tasks, a high level of cognitive development and a high need for cognition contribute to internal motivation and involvement in studying, helps educating process to be successful (Lavrijsen et al, 2021). Critical thinking correlates with academic self-esteem (average or moderate level of critical thinking is connected with adequately high academic self-concept) (Dehghani et al, 2011;Mafarja and Zulnaidi, 2022). Intelligence and person implicit theories acceptance is a determining cognitive factor of academic efficiency and success (Dweck, 2015).…”

Section: Mental Representations As the Students' Academic Success Pre...mentioning

confidence: 99%

Mental Representations as The Students’ Academic Success Predictor

Kibalchenko

Eksakusto

2023

IJCRSEE

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The analysis is aimed at defining peculiarities of mental representations in homogeneous cluster groups, represented by the students characterized by different (high, average or low) academic progress levels. Deductive and correlation design of the research is defined here as a general method. Statistic design: the research is held taking into account a mixed method, including several qualitative and quantitative techniques of data processing and interpreting; more specifically cluster analysis (used for relatively homogeneous groups defining), multiple regression analysis (used to determine the impact of mental representations characteristics on academic success) as well as Kruskal-Wallis rank sum test. The average value of the regression model significance reflects the veracity of the research results. The attained statistic results prove that mental representations have peculiar impact on students’ academic success and there is an effect of the students’ academic activity progress splitting. On the one hand, the research helps to identify cluster groups of students characterized by success exteriorization indices growth and academic success indices reduction. On the other hand, non-linear impact of mental representations characteristics on students’ academic success was identified (the effect of inversion); i.e. some mental representations indices are highly developed, but the quality of education is low and individual resource is hard to implement in everyday life. Academic progress index, high level of studying and professional competences acquirement orientation as well as the activity factor are defined as measures of academic success mental representations splitting in groups. These results and conclusions prove the scientific fact that mental representations have an influence on the students’ academic success. This influence is multidimensional and vague. These facts offer a challenge of the research in considering highly-effective psychotechnologies for developing mental representations in general and students’ academic success in particular.

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Relationship between Critical thinking and academic self- concept: An experimental study of Reciprocal teaching strategy

Cited by 14 publications

References 34 publications

Scaffolding Constructivism and Reciprocal Instruction (CAR): A Multi-instruction to Improve Elementary Students' Comprehension Skills

Scaffolding Constructivism and Reciprocal Instruction (CAR): A Multi-instruction to Improve Elementary Students' Comprehension Skills

The Implementation of the Reciprocal Teaching Strategy for Enhancing Listening Comprehension

Mental Representations as The Students’ Academic Success Predictor

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