Browsing by Subject "Critical Thinking"
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Item Effectiveness of Active Learning Strategy for Developing Critical Thinking(Central department of English Education, 2011) Sah, Dipesh KumarThe present study entitled ‘The Effectiveness of Active Learning Strategies for developing Critical Thinking’ is an attempt to find out the techniques to develop critical thinking in reading skill. The main purpose of this study was to evaluate some active learning strategies for effective reading comprehension. For this purpose, I experimentally used three active learning strategies which were TPS (Think, Pair and Share) Approach, SWOT (Strengths, Weaknesses, Opportunities and Threats) technique and Five Questions technique on the targeted group. Active learning strategies were taken as instructional activity involving students in doing things and thinking about what they are doing. A simple questions and answers format addressed to the issues of how to create more "active" classroom spaces and what barriers teachers should be aware of while teaching reading skill. The research was based on both primary and secondary sources of data. The primary data were collected through the tests (pre-test, progressive test, and post test) given to 32 students selected purposively. The major finding of the study showed that active learning strategies were effective in developing critical thinking. This thesis is divided into four chapters. Chapter one introduces general background, review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology adopted for the study. It encompasses source of data, process of data collection and limitations of the study. Chapter three presents an analysis and interpretation of the data. In this chapter, data have been analyzed and interpreted through statistical and descriptive approach. Chapter four presents the findings derived from the analysis of the data. On the basis of the findings, some recommendations have been presented in the last chapterItem Washback Effect of Examination: A Case of Reading, Writing, and Critical Thinking(Department of English Education, 2011) Bastola, ChiranjibiThe present study entitled “Washback Effect of Examinations: A Case of Reading, Writing, and Critical Thinking” was carried out to investigate the washback effect of exam. The course ‘Reading, Writing and Critical Thinking’ is one of the courses prescribed for B.Ed. 1st year majoring English. In order to collect the data, both the primary and secondary sources were used. For this process, I selected fifty students of B.Ed. 2nd year majoring English and ten teachers teaching the course in five different education campuses of the Kathmandu Valley. Moreover, the questions asked in the previous examinations (2066 and 2067) were collected and analyzed on the basis of the specified objectives in the course and finally, thirty classes were observed. Questionnaires were distributed to the selected students and teachers. After collecting the data and responses, they were analyzed and interpreted and then recommendations were put on the basis of the findings. The major findings of the study were: the teaching learning process was exam oriented, lecture method was widely used, previously asked questions encouraged the students to guess the future questions, teachers were not trained, instructional materials were not used in the classroom and evaluation system was not effective. The study is divided into four chapters. The first chapter consists of the background, quality of good test, introduction of the course, review of the related literature, objectives and significance of the study. The second chapter deals with the methodology adopted to carry out the research work. The third chapter presents the analysis and interpretation of the data. The last chapter includes the findings of the study and some important recommendations are made on the basis of the findings.