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

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111 Citations (Scopus)


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
Issue number3
Publication statusPublished - 2015

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