Assessing multidimensional students’ perceptions of twenty-first-century learning practices

Ching Sing Chai, Feng Deng, Pei Shan Tsai, Joyce Hwee Ling Koh, Chin Chung Tsai

Research output: Contribution to journalArticle

26 Citations (Scopus)

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 languageEnglish
Pages (from-to)389-398
Number of pages10
JournalAsia Pacific Education Review
Volume16
Issue number3
DOIs
Publication statusPublished - 2015 Sep 13

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twenty-first century
learning
student
school
Singapore
self-efficacy
primary school
learning process
curriculum
classroom

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 journalArticle

Chai, Ching Sing ; Deng, Feng ; Tsai, Pei Shan ; Koh, Joyce Hwee Ling ; Tsai, Chin Chung. / Assessing multidimensional students’ perceptions of twenty-first-century learning practices. In: Asia Pacific Education Review. 2015 ; Vol. 16, No. 3. pp. 389-398.
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