Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context

May Hung May CHENG, Dongyu Dora LI

Research output: Other contributionOther contributions

Abstract

This study aimed to explore the impact of classroom interventions on students’ critical thinking. The study, adopting a mixed method design, was conducted in senior secondary Liberal Studies (LS) lessons in Hong Kong. Participants included six LS teachers and 127 students. Statistical data analysis (correlation coefficient, paired samples t tests) together with qualitative analysis on teacher interviews were conducted. Significant improvement was found in student lesson engagement, classroom environment, and students’ critical thinking development. Meanwhile, it was found that classroom environment and lesson engagement are considered highly related to critical thinking disposition. Implications of the study point to the need to design different types of classroom interventions to match the needs of students of diverse achievement levels. Copyright © 2018 AERA.
Original languageEnglish
Publication statusPublished - Apr 2018

Citation

Cheng, M. H., & Li, D. D. Y. (2018, April). Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context. Poster presented at the Annual Meeting of the American Educational Research Association 2018 (AERA 2018), New York Hilton Midtown, New York, US.

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