Development of relationship model between learning environment,psychological characteristics and higher order thinking skills in statistics education
The purpose of this study was to develop the relationship model between learningenvironment (physical and psychosocial environment), psychological characteristics (studentsacademic self-efficacy and satisfaction) and higher order thinking skills in statistics education.The study also aimed to determ...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | thesis |
| 语言: | eng |
| 出版: |
2018
|
| 主题: | |
| 在线阅读: | https://ir.upsi.edu.my/detailsg.php?det=6128 |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | The purpose of this study was to develop the relationship model between learningenvironment (physical and psychosocial environment), psychological characteristics (studentsacademic self-efficacy and satisfaction) and higher order thinking skills in statistics education.The study also aimed to determine if psychological characteristics mediate the relationshipbetween learning environment and higher order thinking skills. A total of 285 studentswere selected as sample using cluster sampling. The study instruments were adapted from SmartClassroom Inventory, Science Laboratory Environment Inventory, College and ClassroomEnvironment Inventory, Test of Science-Related Attitudes, Self-Efficacy in Learning andPerformance for College and Dimension of Learning rubrics. The gathered data wereanalysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findingsrevealed that significant direct relationship existed between psychosocial learning environmentand higher order thinking skills (=.319, p=.000). The result also found that there is not enoughproof to support the relationship between physical learning environment and higher order thinkingskills (=.070, p=.148). Mediation effect of self-efficacy and satisfaction were found inthe relationship between learning environment (physical and psychosocial) and higherorder thinking skills (?=.160, p?=.000, ?=.225, p?=.000). Meanwhile, content knowledge(?=-.026, p?=.593, ?=-.021, p?=.585) and gender of respondents (?=.077, p?=.718, ?=.029,p?=.914) have no significant moderating effect on the relationship between exogenous andendogenous constructs. In conclusion, the relationship among learning environment, psychological characteristics and higher order thinking skills in statistics education were successfully modeled and represented as The Relationship Modelbetween Learning Environment, Psychological Characteristics and Higher Order Thinking Skillsin Statistics Education (LEPHs Model). LEPHs model provides significant and valuable contributionsto theoretical, methodological, educational practice and knowledge in the area of higherorder thinking research in the context of Malaysian Institution of Higher Learning. The implicationof this study suggests that the LEPHs model can be used to determine the quality of thelearning environment based on students' psychological characteristics and high level ofthinking skills in the teaching andlearning process for statistics education. |
|---|