Abstract
This study attempts to design a survey to assess students’ perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students. In addition, it also explores the relationships among the various dimensions of twenty-first-century learning practices. Four hundred and eighty-two primary school students from a Singapore school that focuses on the pervasive use of ICT within its school curriculum responded to the survey. The validation of the survey yielded satisfactory reliability and validity through both exploratory and confirmatory factor analyses. The results also showed that the subscales that survey students’ perceptions of critical thinking, creative thinking, and authentic problem-solving were more dominant predictors of their knowledge creation efficacy as compared to their perceptions about the learning processes.
Original language | English |
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Pages (from-to) | 389-398 |
Number of pages | 10 |
Journal | Asia Pacific Education Review |
Volume | 16 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2015 Sep 13 |
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Keywords
- Efficacy
- Knowledge creation
- Knowledge society
- Twenty-first-century learning practices
ASJC Scopus subject areas
- Education
Cite this
Assessing multidimensional students’ perceptions of twenty-first-century learning practices. / Chai, Ching Sing; Deng, Feng; Tsai, Pei Shan; Koh, Joyce Hwee Ling; Tsai, Chin Chung.
In: Asia Pacific Education Review, Vol. 16, No. 3, 13.09.2015, p. 389-398.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Assessing multidimensional students’ perceptions of twenty-first-century learning practices
AU - Chai, Ching Sing
AU - Deng, Feng
AU - Tsai, Pei Shan
AU - Koh, Joyce Hwee Ling
AU - Tsai, Chin Chung
PY - 2015/9/13
Y1 - 2015/9/13
N2 - This study attempts to design a survey to assess students’ perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students. In addition, it also explores the relationships among the various dimensions of twenty-first-century learning practices. Four hundred and eighty-two primary school students from a Singapore school that focuses on the pervasive use of ICT within its school curriculum responded to the survey. The validation of the survey yielded satisfactory reliability and validity through both exploratory and confirmatory factor analyses. The results also showed that the subscales that survey students’ perceptions of critical thinking, creative thinking, and authentic problem-solving were more dominant predictors of their knowledge creation efficacy as compared to their perceptions about the learning processes.
AB - This study attempts to design a survey to assess students’ perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students. In addition, it also explores the relationships among the various dimensions of twenty-first-century learning practices. Four hundred and eighty-two primary school students from a Singapore school that focuses on the pervasive use of ICT within its school curriculum responded to the survey. The validation of the survey yielded satisfactory reliability and validity through both exploratory and confirmatory factor analyses. The results also showed that the subscales that survey students’ perceptions of critical thinking, creative thinking, and authentic problem-solving were more dominant predictors of their knowledge creation efficacy as compared to their perceptions about the learning processes.
KW - Efficacy
KW - Knowledge creation
KW - Knowledge society
KW - Twenty-first-century learning practices
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U2 - 10.1007/s12564-015-9379-4
DO - 10.1007/s12564-015-9379-4
M3 - Article
AN - SCOPUS:84941422725
VL - 16
SP - 389
EP - 398
JO - Asia Pacific Education Review
JF - Asia Pacific Education Review
SN - 1598-1037
IS - 3
ER -