Classroom learning environment, critical thinking and achievement in an interdisciplinary subject: A study of Hong Kong secondary school graduates

Classroom learning environment, critical thinking and achievement in an interdisciplinary subject: A study of Hong Kong secondary school graduates

• Wan, Zhi Hong The Education University of Hong Kong
• Cheng, May Hung May The Education University of Hong Kong

Educational Studies, 45(3), 285-304, 2019

Routledge

2019

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• F Learning & Teaching
  • FG Classroom Management & Control

Critical Thinking Classroom Environment Thinking Skills Academic Achievement Foreign Countries Correlation Interdisciplinary Approach Liberal Arts Secondary School Students Structural Equation Models Teaching Methods Prediction Course Content Grades (Scholastic) Achievement Tests Scores Measures (Individuals)

• Hong Kong

• 1997.7 onwards

• Secondary Education

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students' high-order thinking skills and achievement in interdisciplinary subjects were provided.
[Copyright of Educational Studies is the property of Routledge.]

• English

Journal Articles

• 03055698

https://bibliography.lib.eduhk.hk/bibs/ece0d721

2020-03-03