Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils

The aim of this study is to investigate the effects of Neuroscience-Based Thinking (NBT) strategy and Thinking Skills (TS) strategy on creative thinking and the performance of science tasks (thinking and emotion) among Malaysian pupils in primary schools. This study used quasi-experimental resear...

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Main Author:	Alghafri, Ali Salim Rashid
Format:	Thesis
Language:	English
Published:	2011
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/45588/1/Ali%20Salim%20Rashid%20Alghafri_HJ.pdf
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spelling	my-usm-ep.455882019-10-08T02:28:14Z Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils 2011-12 Alghafri, Ali Salim Rashid L7-991 Education (General) The aim of this study is to investigate the effects of Neuroscience-Based Thinking (NBT) strategy and Thinking Skills (TS) strategy on creative thinking and the performance of science tasks (thinking and emotion) among Malaysian pupils in primary schools. This study used quasi-experimental research design with one control group and two experimental groups. Ninety eight pupils enrolled in standard five during the 2010 educational year formed the sample. The two experimental groups were named NBT and TS while prevalent strategy (P) as the control group. The instruction was carried out by three different science teachers. These three groups were measured twice (pretest and posttest) of three different instruments: the Test of Creative Thinking (TCT), Science Task of Thinking (STT) and of Emotion (STE). The instruments' reliabilities are good as showed by Cronbach alpha and Pearson correlation. Inferential statistics, namely two ways ANCOVA and MANCOVA tests, and LSD post hoc method were used at α .05 level to determine statistically significant differences between study groups. The results showed that there were significant differences between groups. The result of the test of creative thinking in science and its sub-skills (fluency, flexibility and originality) indicated that the pupils in NBT group scored higher as compared to TS and P groups in all but one sub-skill (fluency) where TS group has better score. Likewise, the TS pupils are higher than P pupils except in originality where both were similar. Similarly, the results of thinking and emotion of science tasks revealed that the pupils of NBT scored higher than TS and P groups in their thinking and emotion. Furthermore, the results revealed that there were no significant differences in posttest between gender in all groups. Similarly, there were no significant in interaction effects in post-test between all groups and both gender on all variables yet the female pupils of TS group have high scores in fluency. Therefore, the study recommends that educators should work to enhance learning and creativity among pupils by employing neuroscience principles in teaching and learning process by integrating them into curriculum. 2011-12 Thesis http://eprints.usm.my/45588/ http://eprints.usm.my/45588/1/Ali%20Salim%20Rashid%20Alghafri_HJ.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Alghafri, Ali Salim Rashid Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
description	The aim of this study is to investigate the effects of Neuroscience-Based Thinking (NBT) strategy and Thinking Skills (TS) strategy on creative thinking and the performance of science tasks (thinking and emotion) among Malaysian pupils in primary schools. This study used quasi-experimental research design with one control group and two experimental groups. Ninety eight pupils enrolled in standard five during the 2010 educational year formed the sample. The two experimental groups were named NBT and TS while prevalent strategy (P) as the control group. The instruction was carried out by three different science teachers. These three groups were measured twice (pretest and posttest) of three different instruments: the Test of Creative Thinking (TCT), Science Task of Thinking (STT) and of Emotion (STE). The instruments' reliabilities are good as showed by Cronbach alpha and Pearson correlation. Inferential statistics, namely two ways ANCOVA and MANCOVA tests, and LSD post hoc method were used at α .05 level to determine statistically significant differences between study groups. The results showed that there were significant differences between groups. The result of the test of creative thinking in science and its sub-skills (fluency, flexibility and originality) indicated that the pupils in NBT group scored higher as compared to TS and P groups in all but one sub-skill (fluency) where TS group has better score. Likewise, the TS pupils are higher than P pupils except in originality where both were similar. Similarly, the results of thinking and emotion of science tasks revealed that the pupils of NBT scored higher than TS and P groups in their thinking and emotion. Furthermore, the results revealed that there were no significant differences in posttest between gender in all groups. Similarly, there were no significant in interaction effects in post-test between all groups and both gender on all variables yet the female pupils of TS group have high scores in fluency. Therefore, the study recommends that educators should work to enhance learning and creativity among pupils by employing neuroscience principles in teaching and learning process by integrating them into curriculum.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Alghafri, Ali Salim Rashid
author_facet	Alghafri, Ali Salim Rashid
author_sort	Alghafri, Ali Salim Rashid
title	Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
title_short	Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
title_full	Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
title_fullStr	Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
title_full_unstemmed	Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils
title_sort	effects of neuroscience-based thinking (nbt) and thinking skills (ts) strategies on thinking and emotion among primary schools pupils
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2011
url	http://eprints.usm.my/45588/1/Ali%20Salim%20Rashid%20Alghafri_HJ.pdf
_version_	1747821533554802688

Effects Of Neuroscience-Based Thinking (NBT) And Thinking Skills (TS) Strategies On Thinking And Emotion Among Primary Schools Pupils

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