Open AccessEXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS
Author(s) -
Yee Wan Kwan,
AUTHOR_ID
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.36315/2021end097
Subject(s) - critical thinking , constructivist teaching methods , psychology , perception , mathematics education , relevance (law) , learning environment , context (archaeology) , teaching method , paleontology , neuroscience , political science , law , biology
Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.