The impact of modified pedagogical practices based on the research skill development framework on the acquisition of higher order thinking skills: A comparative study

Gurumurthi, Swamy

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https://hdl.handle.net/2142/125588 Copy

Description

Title

The impact of modified pedagogical practices based on the research skill development framework on the acquisition of higher order thinking skills: A comparative study

Author(s)

Gurumurthi, Swamy

Issue Date

2024-07-12

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Kalantzis, Mary

Committee Member(s)

• Cope, Bill
• Herrera, Linda
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• 21st-century skills
• collaboration
• Blooms' taxonomy
• pedagogy

Abstract

Education, the backbone of the future, should be consistently innovative in addition to holding on to already proven existing standards. This study examines the impact of the pedagogical practices revised based on an innovative educational framework, the Research Skill Development framework, developed in 2021 by the author. Bloom’s taxonomy action words, India’s National Education Policy 2020, and various 21st-century skills frameworks are integrated to devise the Research Skill Development framework, which intends to teach higher order thinking skills to students in the Bloom’s way—old wine in a new bottle. A mixed methods comparison study was conducted in two K-12 schools in India, one experimental and one comparison school. The study involved the analysis of test performances in Science among fifth-grade students and interviews with teachers and students from both schools regarding their perspectives on pedagogical practices and opinions about classroom activities, respectively. The findings of this study reveal the significant mean difference and the effect sizes ranging from moderate to strong in the test performance between both the groups, indicating the impact of revised pedagogical practices in the experimental school on the attainment of higher order thinking skills in the experimental group. The qualitative analysis of teachers and students of both schools using interviews provides critical views on revising pedagogical practices reflected through their opinions on professional training, pedagogical practices, lesson-planning time, and methods to incorporate higher order thinking skills (teachers’ perspectives) and classroom activities, such as group presentation, peer questioning, and debates; interest toward a subject; collaborating with friends; and enjoying learning (students’ opinions).

Graduation Semester

2024-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/125588

Copyright and License Information

Copyright 2024 Swamy Gurumurthi

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