Students’ higher order thinking skills and their relationships with problem posing ability
The purposes of this study were, to identify students’ higher order thinking skills and their problem posing ability, as well as to ascertain relationships between them. The study, involving a total of 28 secondary school students as respondents, used two instruments, namely, A Higher Order Thinking...
Saved in:
| Main Authors: | , , , |
|---|---|
| 格式: | Article |
| 出版: |
American Scientific Publishers
2017
|
| 主题: | |
| 在线阅读: | http://eprints.utm.my/id/eprint/75259/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021082243&doi=10.1166%2fasl.2017.7589&partnerID=40&md5=59ba18e2635198b68cc84aafb4153dfe |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | The purposes of this study were, to identify students’ higher order thinking skills and their problem posing ability, as well as to ascertain relationships between them. The study, involving a total of 28 secondary school students as respondents, used two instruments, namely, A Higher Order Thinking Skills Test and A Mathematical Problem Posing Instrument. The results of the study revealed that, students’ achievements in both higher order thinking skills and their ability in posing mathematics problem were moderate with a mean score of 49.46 (s.d 12.64) and 48.57 (s.d 35.45) respectively, while the relationships between these two variables were also moderately correlated, with r = 0.515 (p <0_05). |
|---|