The Effects of Lifelong Learning Tendencies on Critical Thinking and Computational Thinking Skills

Bilgiç, Emine Nur Ünveren; Çam, Emre; Hamutoğlu, Nazire Burçin

doi:10.20290/estubtdb.1022748

Cited by 4 publications

(3 citation statements)

References 28 publications

(26 reference statements)

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“…The existence of a positive correlation between the ability to think mathematics critically and computationally is relevant to the outcome of research by ünveren Bilgiç et al (2021) that computational thinking ability directly and significantly impacts mathematical critical thinking ability at 84% of pedagogical students' lifelong learning tendencies on computational thinking and critical thinking abilities. The study's outcome is not very different from the outcome of this study.…”

Section: Picture 2 Results Of Student Answersmentioning

confidence: 99%

Computational thinking ability becomes a predictor of mathematical critical thinking ability

Candraningtyas,

Khusna

2023

Alifmatika J. Pendidik. dan Pembelajaran Mat.

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This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.

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Section: Picture 2 Results Of Student Answersmentioning

confidence: 99%

Computational thinking ability becomes a predictor of mathematical critical thinking ability

Candraningtyas,

Khusna

2023

Alifmatika J. Pendidik. dan Pembelajaran Mat.

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“…One of the variables that repeatedly influences lifelong learning tendencies is information technology literacy. The computational thinking self-efficacy scale (CoT) for instance directly explains lifelong learning at a rate of 59% [6] and information literacy practices contribute positively and strongly to lifelong learning tendencies. The literacy includes how to use library resources for learning needs in the future [48] .…”

Section: Discussionmentioning

confidence: 99%

“…In the literature, it has been emphasized that higher education institutions are significant in raising individuals with the necessary knowledge and skills for LLL. It has been stated that LLL is an integral part of higher education [6] . Being in the system for some time does not guarantee this concept is problem-free.…”

Section: Introductionmentioning

confidence: 99%

Relationship between lifelong learning characteristic and lifelong learning tendency among adult learners in Malaysia

Abiddin

2023

Environ Soc Psychol

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Adult learners, in particular, must possess lifelong learning (LLL) skills to prepare for their future endeavours. Knowing their strengths in LLL characteristics is crucial for them as it allows better understanding of their learning strengths. There are studies that suggest adult learners do not engage enough in LLL as their learning style. This may conflict with their characteristic of being independent learners, which involves a continual process of learning in order to be able to maintain themselves. It is therefore the purpose of this study to investigate the relationship between LLL characteristics and LLL tendency among adult learners in higher education institutions in Malaysia. It also aims to investigate any moderating effect from demographic data, gender and academic background. The data were collected through an online survey and analysed using SPSS with a 95% response rate. The statistical analysis used for the analysis includes descriptive and inferential analysis of multiple linear regression analysis and moderating analysis. The result indicates that there is a medium positive relationship between LLL characteristics and LLL tendency. In terms of the moderator, gender and academic background do not affect the relationship in any way. This study may benefit stakeholders, especially management, in ensuring that adult learners can maximize their potential to adopt continuous learning practices.

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The mediating role of lifelong learning in the structural relationship between workplace environment and staff engagement in higher education

Assefa,

Mengistu,

Moges

et al. 2023

Cogent Social Sciences

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The Effects of Lifelong Learning Tendencies on Critical Thinking and Computational Thinking Skills

Cited by 4 publications

References 28 publications

Computational thinking ability becomes a predictor of mathematical critical thinking ability

Computational thinking ability becomes a predictor of mathematical critical thinking ability

Relationship between lifelong learning characteristic and lifelong learning tendency among adult learners in Malaysia

The mediating role of lifelong learning in the structural relationship between workplace environment and staff engagement in higher education

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