The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
<p>The purpose of the study was to identify the influence of inventive thinking and</p><p>mentoring toward students achievement in science project competition. TRIZ and the</p><p>21st Century Learning Skills models were used as th...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9807 |
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| Summary: | <p>The purpose of the study was to identify the influence of inventive thinking and</p><p>mentoring toward students achievement in science project competition. TRIZ and the</p><p>21st Century Learning Skills models were used as the underpinning theories in this</p><p>study. A survey method was used in this study. The instruments consisted of two sets</p><p>of questionnaires, open-ended items, and an interview protocol. The qualitative data</p><p>collected from the interview were used for triangulation purpose. The samples of this</p><p>study were 250 students and 81 mentors were selected using stratified random sampling</p><p>from ten different sites in Indonesia. The results of the questionnaire showed that both</p><p>the students and the mentors believed that curiosity (M = 4.38; SD = 0.41) and</p><p>adaptability (M = 4.31; SD = 0.42) were the major elements, and enterprising was the</p><p>minor element of inventive thinking. The students rated supervision (M = 4.49; SD =</p><p>0.41) and coaching (M = 4.46; SD = 0.40) as high priority, and research skills (M =</p><p>4.38; SD = 0.50) as the lowest priority. Mentors, on the other hands, rated relationship</p><p>(M = 4.52; SD = 0.44) as high mentoring skill, and role model (M = 4.28; SD = 0.42)</p><p>as low concern in mentoring. The regression analysis suggested curiosity ( = 0.403),</p><p>risk-taking ( = 0.402), communication ( = 0.551), and coaching ( = 0.601) as</p><p>dominant factors that affect students success in the science project competition.</p><p>Qualitative data from interview analyzed through thematic analysis found several</p><p>themes pertinent to the success of students in science competition such as curiosity in</p><p>observing the real problems, presentation and communication skills. In the open-ended</p><p>items, the major barriers for the students to win science project competition were lack</p><p>of creativity (good ideas), and lack of infrastructure (good science lab). The students</p><p>also rated good mentors were those teachers who were accessible, friendly, supportive</p><p>and could provide effective advice and coaching. In conclusion, the empirical data</p><p>supported the study assertions that the students science achievement was influenced</p><p>by their inventive thinking and effective mentoring. The main implication of the study</p><p>is that a new framework of inventive thinking and mentoring developed from this study</p><p>could be used by institutions that train students to compete in science fairs.</p> |
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