Zuhairah Abdul Hadi | Universiti Pendidikan Sultan Idris (original) (raw)
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This quasi-experimental research is one of the recent approach investigating the enhancement of c... more This quasi-experimental research is one of the recent approach investigating the enhancement of critical thinking (CT) and academic achievement (AA) among accounting students after the implementation of Problem Based Learning (PBL) and integration of socially shared metacognitive into the PBL process. Students are divided into two groups; experimental and control. The Experimental group will receive instructions to engage with socially shared metacognition (SSM) while solving five PBL Financial Accounting scenarios while the control group will be solving the same five PBL scenarios but with the absent of metacognitive instructions. Think Aloud strategy (TA) is used as a method to monitor and gather metacognitive data and will be video recorded for further analysis. AA is measured by changes in three academic achievement test (AAT) scores and CT is measured by changes in three Watson Glaser Critical Thinking Appraisal II scores. 320 first semester Diploma of Accountancy students taking DPA1013 Fundamental of Accounting course from four polytechnics in Northern Region are selected as sample. A 'mixed between-within subjects repeated measures' design is used. Groups engaging with socially shared metacognition (experiment group) are expected to outperform the control groups in academic achievement and critical thinking. Groups are then classified as high and low performers based on the total average of group CT and AA scores. Next, patterns of metacognitive for both high and low groups are analyzed based on metacognitive data collected from the video recording.
This quasi-experimental research is one of the recent approach investigating the enhancement of c... more This quasi-experimental research is one of the recent approach investigating the enhancement of critical thinking (CT) and academic achievement (AA) among accounting students after the implementation of Problem Based Learning (PBL) and integration of socially shared metacognitive into the PBL process.
Students are divided into two groups; experimental and control. The Experimental group will receive instructions to engage with socially shared metacognition (SSM) while solving five PBL Financial Accounting scenarios while the control group will be solving the same five PBL scenarios but with the absent of metacognitive instructions. Think Aloud strategy (TA) is used as a method to monitor and gather metacognitive data and will be video recorded for further analysis. AA is measured by changes in three academic achievement test (AAT) scores and CT is measured by changes in three Watson
Glaser Critical Thinking Appraisal II scores. 320 first semester Diploma of Accountancy students taking DPA1013 Fundamental of Accounting course from four polytechnics in Northern Region are selected as sample. A ‘mixed between-within subjects repeated measures’ design is used. Groups engaging with socially shared metacognition (experiment group) are expected to outperform the control groups in academic achievement and critical thinking. Groups are then classified as high and low performers based on the total average of group CT and AA scores. Next, patterns of metacognitive for both high and low groups are analyzed based on metacognitive data collected from the video recording.
This quasi-experimental research is one of the recent approach investigating the enhancement of c... more This quasi-experimental research is one of the recent approach investigating the enhancement of critical thinking (CT) and academic achievement (AA) among accounting students after the implementation of Problem Based Learning (PBL) and integration of socially shared metacognitive into the PBL process. Students are divided into two groups; experimental and control. The Experimental group will receive instructions to engage with socially shared metacognition (SSM) while solving five PBL Financial Accounting scenarios while the control group will be solving the same five PBL scenarios but with the absent of metacognitive instructions. Think Aloud strategy (TA) is used as a method to monitor and gather metacognitive data and will be video recorded for further analysis. AA is measured by changes in three academic achievement test (AAT) scores and CT is measured by changes in three Watson Glaser Critical Thinking Appraisal II scores. 320 first semester Diploma of Accountancy students taking DPA1013 Fundamental of Accounting course from four polytechnics in Northern Region are selected as sample. A 'mixed between-within subjects repeated measures' design is used. Groups engaging with socially shared metacognition (experiment group) are expected to outperform the control groups in academic achievement and critical thinking. Groups are then classified as high and low performers based on the total average of group CT and AA scores. Next, patterns of metacognitive for both high and low groups are analyzed based on metacognitive data collected from the video recording.
This quasi-experimental research is one of the recent approach investigating the enhancement of c... more This quasi-experimental research is one of the recent approach investigating the enhancement of critical thinking (CT) and academic achievement (AA) among accounting students after the implementation of Problem Based Learning (PBL) and integration of socially shared metacognitive into the PBL process.
Students are divided into two groups; experimental and control. The Experimental group will receive instructions to engage with socially shared metacognition (SSM) while solving five PBL Financial Accounting scenarios while the control group will be solving the same five PBL scenarios but with the absent of metacognitive instructions. Think Aloud strategy (TA) is used as a method to monitor and gather metacognitive data and will be video recorded for further analysis. AA is measured by changes in three academic achievement test (AAT) scores and CT is measured by changes in three Watson
Glaser Critical Thinking Appraisal II scores. 320 first semester Diploma of Accountancy students taking DPA1013 Fundamental of Accounting course from four polytechnics in Northern Region are selected as sample. A ‘mixed between-within subjects repeated measures’ design is used. Groups engaging with socially shared metacognition (experiment group) are expected to outperform the control groups in academic achievement and critical thinking. Groups are then classified as high and low performers based on the total average of group CT and AA scores. Next, patterns of metacognitive for both high and low groups are analyzed based on metacognitive data collected from the video recording.