Effect of Reflective Learning Practices on Critical Thinking Skills and Motivation of Undergraduate Students

Abstract

The Partnership for 21st Century Skills emphasizes the importance of reflective practices to develop critical thinking skills and motivation in students. The aim of this study was to examine the effect of reflective learning practices on undergraduate students' critical thinking skills and motivation during chemistry course. In this study, a quasi-experimental design with one group pretest-posttest was applied, using convenience sampling to select a study group of 30 undergraduate students. In the experimental group, reflective learning practices were implemented. DOT-CCTTv3 (Danczak-Overton-Thompson Chemistry Critical Thinking Test) was used as the data collection tool. IMMS questionnaire was also used to get feedback about reflective learning practices in classroom and to what extent these practices affect their motivation. Descriptive statistical techniques such as mean and standard deviation were calculated, paired sample t test was used to determine the mean difference between the pretest and posttest scores of the groups. This difference was found to be in favor of the experimental group. In the study, when the pretest and posttest scores of the experimental group were checked, a significant difference was found between the DOT-CCTTv3 pretest and posttest mean scores. The results of IMMS questionnaire showed that all four factors greatly affect the motivation of students after reflective learning practices. Based on these finding, it is concluded that reflective learning practices have a positive effect on students' critical thinking skills and motivation. It is recommended that in regular curricula of schools reflective learning practices should be practiced including, reflective dialogue, group discussions, self- evaluation, thinking aloud for enhancing critical thinking learning comprehension among students. To keep students engaged and motivated throughout the course, teachers should ensure that they use problem-based approach, and developments in real life.