Reflective Thinking Skills Of Teachers And Students .
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comReflective Thinking Skills of Teachers andStudents’ Motivational Preferences: TheMediating Role of Teachers’ Creativity on TheirRelationshipAIDA AMASOL BIONGANUniversity of Mindanao, Bolton, Davao City, Philipp inesAbstract: Learners find ways to succeed along with all of their teachers in educational journey. It is a dream thatgood teaching would address the learners’ challenges to acquire ideas and skills needed to deal with the rapiddemands of expanding life in the twenty first century. This study aimed in contributing to the literature regardinga potential indirect mediating variable for the relationship between the reflective thinking skills of teachers andstudents’ motivational preferences. Teachers’ creativity was investigated as a potential mediating construct toexplain the way in which reflective thinking skills of teachers affect the students’ motivational preferences. Therespondents of this study were four hundred Public Secondary Schools Grade Nine Students chosen from the tenschool divisions of Davao Region, Philippines using the Slovin’s formula. Three sets of questionnaires using fivepoint rating scale were prepared. The data gathered were tabulated and interpreted using descriptivecorrelational method with mean, Pearson r and linear regression. There were three steps to be met for the thirdvariable to be acting as a mediator thus; med graph was utilized involving the Sobel test. Subsequently, significantdifferences and mediating effect among variables in this study were evident.Keywords: Creativity, Davao Region, mediator, motivation, preferences, reflective thinking, Skills.1.INTRODUCTION“Educators are key players in the formation of students‟ personal identities by stimulating their development into activemembers of society (Willemse et al.,2005)”. Teachers are expected to translate competencies to the learners attuned to theeducative goals of the twenty first century. Students‟ enthusiasm shall be kept to sustain their learning interest, otherwisethey maybe disengaged from school. If this happens, variety of actions can be done, thus making teaching learningprocess hampered (Wright, 2012).In America, young and adults dropped ranging from ages 15 through 24 among grade 9 through grade 12. The foremostreasons of staying away from school are the following: low level of students‟ motivational preferences, absenteeism anddeviant behavior (US Census Bureau, October 2012).In the Philippines, the Department of Education (DepED) implemented the K-12 program parallel to the educationalladder in South East Asian Region under the United Nations Educational Scientific and Cultural Organization (UNESCO,2011). This is perceived as the answer to educational challenges making the curriculum attractive and child-centeredfocused (Republic Act 20533). To ensure that education is fully achieved, reflective thinking skills of teachers shall bedeveloped and mastered to ignite students‟ motivational preferences and assumed to be expert as soon as they are in thefield. With this issue, “Teacher Learning Institute” (TEI) of higher education joined efforts with DepEd to incorporatePage 13Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comskills and competencies in the twenty first century that includes critical thinking in the curriculum for teachers‟preparedness in the teaching profession (Choy and Oo, 2012).Students respond to stimuli maybe slow and disinterested to learn because teachers‟ capacity is insufficient to applythinking skills in their daily routine of teaching. These are reflective thinking skills that can be reverberated to theclienteles (Black, 2005; Choy and Oo, 2012; Vashe, 2001). Reflective thinking can be equated to higher thinking level ofBloom‟s Taxonomy (Bloom, 1976) of which teachers need to align into their lessons such as: analysis, synthesis andevaluation. Are teachers‟ thinking skills needed to capture the motivational preferences of the students? Therefore, thispaper attempts to determine whether teacher thinking skills are material to student - learning motivational preferences.Students‟ motivational preferences are central in the teaching-learning endeavour. They characterize the recipients‟persistence, attention, feelings of surprise, enjoyment and excitement of the information and how it is processed in a givensituation (Ainley, 1998; Alexander, 1996; Gardner, 1992). To promote students‟ motivational preferences continuously, asevery educator aims and to eradicate the reason of students‟ dropping out from school which some parents claim, theresearcher is prompted to use another variable, “the teachers‟ creativity”. Its role is perceived to mediate the relationshipof the reflective‟ thinking skills of teachers and that of students‟ motivational preferences and to enrich teaching-learningprocess towards the realization of developing the children well-roundedly.Creativity arises from the conglomeration of knowledge, creative thinking and motivation of every individsual (Adams,2005 and Snow, 2013). Teachers can apply this skill to escalate students' thinking capabilities and to sustain interest inlearning. They have major impact in moulding students‟ values and multiple intelligences which shall be translated intoreal life situations meaningfully (Gardner, 1998; Willemse,et al.,2005).In Davao Region, Counts‟ (1925) observation on DepEd issues still resonate today. His assessment settled on students‟motivational preferences emanated from teacher-related factor (Bautista, Bernardo and Ocampo (2008). It is perceivedthat mentors not equipped with reflective thinking skills portrayed low level of instructions. In view of this concept, theresearcher would like to look for another variable bearing parallel to students‟ motivational preferences coming fromlegitimate claims of different related literature wherein reflective thinking skills of teachers surfaced. On the other hand,the researcher would still aspire to examine further the relationship of these two variables which can be mediated byanother variable. Putting them together, the researcher would like to test if teachers‟ creativity has a mediating effect onthe relationship between the two variables.2. RESEARCH OBJECTIVESStatement of the Problem:This study aims to determine the mediating role of teachers‟ creativity on the relationship between the reflective thinkingskills of teachers and students‟ motivational preferences in public schools grade nine students of Davao Region.Specifically, it seeks to answer the following objectives:1. To determine the level of reflective thinking skills of teachers in terms of:1.1 Ability to self-assess1.2 Awareness of how one learns1.3 Developing life-long learning skills1.4 Influence of self-belief about self and self-efficacy?2. To determine the level of students‟ motivational preferences in terms of:2.1 Instrumental motivation2.2 Interest in reading2.3 Interest in learning areasPage 14Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.com3. To determine the level of the teacher s‟ creativity in terms of:3.1 Independence3.2 Integration3.3 Motivation3.4 Judgment3.5 Flexibility3.6 Evaluation3.7 Question3.8 Opportunities3.9 Frustrations4. To determine the significant relationship between:4.1 Reflective thinking skills of teachers and students‟ motivational preferences.4.2 Reflective thinking skills of teachers and teachers‟ creativity.4.3 Teachers‟ creativity and students‟ motivational preferences.5. To determine if teachers‟ creativity has a significant mediating effect on the relationship between the reflective thinkingskills of teachers and the students‟ motivational preferences.Hypotheses:The null hypotheses of the study will be tested at 0.05 level of significance.1. There is no significant relationship between the reflective thinking skills of teachers and the students‟ motivationalpreferences; between the reflective thinking skills of teachers and teachers‟ creativity and between teachers‟ creativity andstudents‟ motivational preferences.2. Teachers‟ creativity has no significant mediating effect on the relationship between the reflective thinking skills ofteachers and the students‟ motivational preferences.Methodology:This chapter presents the research design, locale, respondents, research instruments, data gathering procedure, andstatistical treatment of data.Research Design:This study applied the descriptive-correlational survey method. Correlation is defined as the tendency for thecorresponding observations in two or mores series to vary together from the averages of their respective series (Adanza,1995). It indicates the tendency of two related variables to vary together. The descriptive method is used in describingvariables in order to significantly describe data with numerical indices. It is essentially a technique of quantitativedescription of the general characteristics of the group (Sanchez, 1986).This study is descriptive since it determined if teachers‟ creativity has a mediating effect on the relationship between thereflective thinking skills of teachers and the students‟ motivational preferences among public secondary grade ninestudents of Davao Region.Research Locale:Davao Region or Southern Mindanao was the venue of this study. As one of the regions in the Philippine Archipelago, itis situated in Southeastern portion named Region X1. It is composed of four provinces and six cities: Davao del Norte,Davao del Sur. Davao Oriental, Compostela Valley, Davao City, Tagum City, Panabo City, Island Garden City of Samal,Page 15Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comMati City and Digos City. Through the years, the region prospers making Davao City as the center of educationalseminars, activities and competitions as well as other public and private national agencies for their fora and conventions.Figure 1. Map of the Philippines showing the Davao RegionFigure 2. Map of Davao RegionPopulation and Sample:The areas covered in this research were the ten school divisions of Davao Region. The summary distribution ofrespondents were on the following divisions. Compostella Valley, 64 students (16.63%), Davao del Norte, 40 students(10%). Davao Oriental, 20 students (5%), Mati City, 32 students (8%), Digos City 16 students (4 %), Panabo City 16students, (4%), Davao City, 124 students (31%), Tagum City, 24 students (6%) and Island Garden City of Samal(IGACOS), 12 students (3%).Page 16Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comThere were four hundred students ((400) out of sixty two thousand four hundred five (62,405) secondary public schoolgrade nine students as respondents in the whole region.Using the Slovin‟s formula, the researcher used a maximum of 400 students only as respondents.Since our grade 9 students of School Year 2014-2015 were the first group to adhere the Senior High School by SchoolYear 2016-2017, the researcher was interested on their views regarding their teachers‟reflective thinking capabilities andcharacteristics and their own motivational preferences.Distribution of Respondents:Grade 9 Enrolment of Region XIDivision:RespondentsPercentTotal Number:Compostella Valley641610,143Davao City1243119, 729Davao del Norte40105, 900Davao del Sur52138, 031Davao Oriental2052, 812Digos City1642, 652Island Garden City of Samal1231, 667Mati City3285, 242Panabo City1642, 546Tagum City2463, 683TOTAL40010062,405Research Instrument:There were three sets of survey instruments used in the study. The first set was the questionnaire for reflective thinkingskills of teachers adopted from Choy and Oo (2012) to determine the level of their thinking skills. The second set wastaken from Hondzel (2013) for the level of their creativity. The last set was the questionnaire for students‟ motivationalpreferences adopted from Artelt et. al (2000).In evaluating the reflective thinking skills of teachers, students‟ motivational preferences, and teachers‟ creativity, a 5point Likert scale was used as follows:ange of Scores4.20 – 5.003.40 – 4.192.60 – 3.391.80 – 2.591.00 – 1.79DescriptionVery High (VH)High (H)Moderate (M)Low (L)Very Low (VL)InterpretationVery ExtensiveExtensiveFairly ExtensiveLess ExtensiveNot ExtensiData Collection:In gathering the necessary data and information, the researcher observed the following procedures:The permission to conduct the study was first done. The researcher wrote a letter to the adviser and presented it to thedean of graduate school for endorsement to the Regional Director‟s approval. The approved letter was sent back to theresearcher with a notation to the Schools Division Superintendents. The researcher prepared another letter to the tenSchools Division Superintendents with the Director‟s letter of approval on the conduct of the study. Administration of thePage 17Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comquestionnaire followed with the approved letters presented to the school principals during the n of the questionnaires inDavao Region.The researcher filed a leave of absence to conduct the survey personally on the “Reflective Thinking Skills of Teachersand Students‟ Motivational Preferences: The Mediating Role of Teachers‟ Creativity” on their Relationship to ensure thatthe respondents had fully understood each item and to generate honest and accurate answers. Some Superintendents askedfor additional requirements to the researcher for easy and early distribution of questionnaires. Retrieval of questionnairesstarted right after the respondents were done answering all the items. The survey questionnaires were immediatelyaccounted for 100 percent retrieval.After the retrieval of questionnaires, the researcher collated, tabulated, analyzed, classified accordingly and treataccurately all the necessary data with the use of appropriate statistical toolsStatistical Tools:The data were statistically interpreted using the appropriate statistical methods:Mean. This was used to determine the level of teachers‟ creativity, reflective thinking skills of teachers and students‟motivational preferences in sub-problems 3, 4, and 5.Pearson Product Moment Correlation Coefficient. Pearson Product Moment Correlation Coefficient was used todetermine the relationship between teachers‟ creativity and their reflective thinking skills, teachers‟ creativity andstudents‟ motivational preferences and between reflective thinking skills of teachers‟ and students‟ motivationalpreferences.Multiple Regression Analysis. This was used to predict the extent of mediating effect of teachers‟ creativity on therelationship between reflective thinking skills of teachers and students‟ motivational preferences.Medgraph using Sobel z-test. This was used to prove the mediation and to strengthen the obtained result.Conclusion of the Research:Level of Reflective Thinking Skills of Teachers:The level of reflective thinking skills of teachers involved in this study was very high (4.27). This means that teachers, asperceived by the respondents are often times practicing their reflective thinking skills. There were four indicators todescribe this variable taken from Choy and Oo (2012).The level was very high among the three indicators and leavingonly one indicator that rated high. Reflective thinking skills of teachers in terms of self assessment on their abilitiesscored very high (4.28). This means that teacher‟s bending thoughts were analyzed by identifying their strengths andweaknesses and contemplating on opportunities as well as threats (Choy & Oo, 2012). Reflective teachers know how tocontrol their capacities to learn and teach as well. To assess what mentors have known and what they need to know areessential in the preparation for their input - sharing of knowledge (Choy & Oo, 2012, Seizer, 2008).Teachers‟ journey to know how one learns rated very high (4.36) which was associated to prior knowledge about thelearners background contributory to provide a good learning environment to the clientele (Adams, 2006; Moses (1990)This means that teachers took necessary steps to identify the specific strategies to suit on the needs of the learners.Constructive action was preferred, paving the way for students‟ motivation to participate in the classroom. Powell andPowell (2011) cited that knowing learners, teachers include their emotional intelligence as one of the factors to consider inteaching. Affectively, teachers forge flexibility of thoughts, greater empathy, patience and responsiveness among students.The level of teachers‟ portrayal in developing life-long learning skills marked very high (4.27). It indicates that teachershave pro-active disposition in giving learners‟ skills for them to exist and earn a living today and onwards. Life-longlearning is the language of every one and reflective thinkers shall be open to changes. President Aquino (2013) stressed inthe K to 12 curriculum, that students should be prepared to learn the twenty.The level of reflective thinking skills in terms of the influence of self-belief and self-efficacy got a high rating (4.18). Thisconnotes that teacher‟s beliefs about self and self-efficacy affect the learners confidence and trust on themselves and toother people that illicit their motivation to learn. Bandura (1994) reiterated that a person who believes in his/ her ability isPage 18Novelty Journals
ISSN 2394-9686International Journal of Novel Research in Education and LearningVol. 2, Issue 5, pp: (13-25), Month: September-October 2015, Available at: www.noveltyjournals.comlikely to succeed in his /her mission. Further, strong self-efficacy implies determination to master task, put interest onhand and form a stronger commitment to activities. Teachers are goverened by their principles and they find effective ininfluencing people comparable to knowledge deliver to the learners, such as: organizing task, solving problem, assessinglearners and how to handle classroom situations (Choy Oo, 2012; Pajares, 1992). First century skills for them to earn aliving and capable to be employed after finishing senior high school.The standard deviation (0.38) which was less than 1.0 typical for a 5-point likert scale, indicated consistency of responsesamong the respondents of this study. Similarrly, reflective thinking skills of teachers develop metacognition awareness.Whatever opportunities they perceived are empathically transmitted to their learners. Evidence shows on the responsesof the learners that cognitive skills they received are skills, they cherished from their teachers.Level of Students’ Motivational Preferences:The level of students‟ motivational preferences gained very high (4.35). This means that students either intrinsically orextrinsically motivated, they succumbed to challenges of time. The rise of technology and industry prompted them to keepabreast with best practices and interesting views in order to be adopted in the community where they live. Artelt et.,(2000) conceived three elements of students' motivational preferences namely: instrumental motivation, interest inlearning and interest in mathematics or in all subject areas.The level of students' motivational
4.1 Reflective thinking skills of teachers and students‟ motivational preferences. 4.2 Reflective thinking skills of teachers and teachers‟ creativity. 4.3 Teachers‟ creativity and students‟ motivational preferences. 5. To determine if teachers‟ creativity has a significant mediating effect on the relationship between the reflective .
There are various definitions of reflective thinking, all of which suggest it to be a crucial skill for one’s personal development. We set out what we mean by reflective practice, convey the importance of reflection to learning and show what are the main difficulties on the way of improving your reflective thinking skills.
Reflective thinking is one of the focal points of pragmatic philosophy that Dewey is a pioneer. For Dewey, reflective thinking is effective, consistent and careful thinking any thought or information and information structure supporting to reach aimed results (Dewey 1991:6).
Developed by Learning Advisers 2 Sample Reflective journal The following are extracts from a Reflective journal written for the course, Reflective Nursing Practice 1 by a first year student, Chrissy Poulos: CHRISSY POULOS – REFLECTIVE JOURNAL Excerpt from Week I
reflective practice to achieve effectiveness in a complex work environment. in the following section, reflective practice will be briefly presented. Reflective Practice: An Overview there are many different conceptualizations and ideas about what constitutes the theory of reflective practi
increase students' reflective thinking, and also whether the level of reflective thinking exhibited by students can be related to their level of learning. 1.3. Research questions The reported study aimed to investigate the effect of peer feedback for journaling on college students' reflective thinking skills. The research questions were:
Critical Thinking Skills vs. Critical Thinking Disposition Critical Thinking Skills are the cognitive processes that are involved in critical thinking Critical Thinking Disposition is the attitudes, habits of mind or internal motivations that help us use critical thinking skills.
2.2 Application of Critical Thinking in Nursing Practice 2.3 Traits of the Critical Thinker 2.4 Pitfalls in Critical Thinking 2.5 Critical Thinking Models 2.6 Critical Thinking Skills 2.6.1 Six Core Thinking Skills 2.6.2 Critical Thinking Skills in Nursing 2.6.3 Elements of Thoughts and the N
Homework #4 - Answer key 1. Bargaining with in–nite periods and N 2 players. Consider the in–nite-period alternating-o er bargaining game presented in class, but let us allow for N 2 players. Player 1 is the proposer in period 1, period N 1, period 2N 1, and so on. Similarly, player 2 is the proposer in period 2, period N 2, period 2N 2, and so on. A similar argument applies to any .
