Self-efficacy, SSI Learning Interest, SSI Critical Thinking Interest as Predictors of Students’ Reflection and Performance

Conference: The Asian Conference on Psychology & the Behavioral Sciences (ACP2022)
Title: Self-efficacy, SSI Learning Interest, SSI Critical Thinking Interest as Predictors of Students’ Reflection and Performance
Stream: Linguistics/Language & Psychology/Behavioral Science
Presentation Type: Live-Stream Presentation
Authors:
Brady Michael Jack, National Sun Yat-sen University, Taiwan
Hsin-Hui Wang, National Sun Yat-sen University, Taiwan

Abstract:

This investigation explored (1) the impact of socio-scientific issues (SSI) on students’ (a) self-efficacy, (b) SSI learning interest, and (c) critical thinking interest in discussions focused on resolving SSI, and (2) how such impact might also predict (d) students’ reflective thinking practice (hereafter reflection) and (e) oral presentation learning performance. Self-efficacy, learning interest, and critical thinking have each been shown to predict reflection and learning performance in the science classroom. Yet unexplored has been examination of the impact of aggregating self-efficacy, learning interest, and critical thinking within one model for predicting reflection and learning performance among students. Paired-t-test and PLS-SEM were constructed with five factors: self-efficacy, SSI learning interest, SSI critical thinking interest, reflection, and learning performance. Data for the first three factors were collected using a Likert-type 5-point scale measuring grade 10 students’ (N = 30) self-evaluated responses. Data for reflection were collected from a 5-point rubric researchers used to assess students’ individual answers to four open-ended questions concerned with resolving two SSIs. Data for learning performance were collected from two independent judges who used a 100-point scale to grade students’ oral performances during five-minute small group presentations reflecting what students believed would resolve the SSIs under consideration. Results showed the SSI intervention was effective in improving the students’ SSI learning outcomes as they relate to reflection and learning performance, however, affective outcomes cannot be significantly improved. In addition, we further discovered SSI learning interest significantly predicted students’ reflection and learning performance. Reasons for these results and why they are important to effective classroom instruction are forwarded.

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