Kesan Kaedah Inkuiri Atas Talian Secara Kolaboratif Bersama Perancahan Penghujahan Terhadap Penaakulan Dan Kualiti Hujah Dalam Kalangan Pelajar Sejarah Tingkatan 4
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Date
2015-10
Authors
Veerapan Pakerisamy, P. Jayanthee
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Abstract
This study was conducted to investigate the effects of collaborative online inquiry with argument scaffolding on reasoning and quality of argumention in history among Form Four students with different critical thinking achievement.This study employed the post-test only quasi-experimental 2 x 2 factorial design. The first factor was the teaching method that comprised collaborative online inquiry method employing deductive, inductive and abductive approaches with and without argument scaffolding, while the second factor was achievement in critical thinking among the students as measured by the Watson-Glaser Critical Thinking Test. The dependent variables were performance in reasoning skills in history at the Empirical-Inductive (EI) and Hypothetical-Deductive (HD) levels, and Quality of Argument. Performance in reasoning was measured using a reasoning test in the context of history that constructed for the study and the quality of argument was measured using a rubric following Toulmin‟s structure of argument that comprised Claim, Data, Warrant, Backing, Rebuttal, and Qualifier. A total of 128 secondary school students in four intact classes from two secondary schools in Kedah were selected for the study. The sample was divided into two groups with 64 students randomly assigned to the group with argument scaffolding and the other 64 students into the group without argument scaffolding. The treatment lasted 6 weeks.Data were analysed using ANOVA. Analyses by instructional method found that students in the collaborative online inquiry with argument scaffolding method performed significantly better in EI reasoning but not in HD reasoning. Further analyses by instructional method and critical thinking achievement revealed that again there were significantly better performance in EI reasoning for both the high and the low level critical thinking students but not for HD reasoning. There were also no significant interaction effects between the method and critical thinking levels for both EI and HD reasoning. Analyses by instructional method for quality of argument revealed that students in the collaborative online inquiry with argument scaffolding group performed significantly better for all factors of Toulmin‟s structure of argument compared to their peers in the group without scaffolding. Further analyses by instructional method and critical thinking levels revealed that again the high and low critical thinking achivement students in the scaffolding group also performed significantly better in all factors of Toulmin‟s structure of argument compared to their peers in the group without scaffolding. These findings suggest that more time and research are needed for the collaborative online inquiry with argument scaffolding method to improve HD reasoning skills in history and that high and low ability students need to be coached systematically for them to develop good arguments to support their claims.
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Study and learning