The Impact of Using Blogs on the Development of Critical Thinking Skills Among Learners of the Faculty of Education Who are Enrolled in Arabic Language Course Case Study: Middle East University

Dr. Khalida Abdul Rahman Shatat* and Dr. Hamzeh Abdel Fattah Al-Assaf
Additional contact information
Dr. Khalida Abdul Rahman Shatat*: Assistant Professor in Educational Technology Faculty of Educational Sciences - Middle East University, Amman, Jordan
Dr. Hamzeh Abdel Fattah Al-Assaf: Associate Professor in Educational Technology Faculty of Educational Sciences - Middle East University, Amman, Jordan

Research Journal of Education, 2019, vol. 5, issue 2, 15-24

Abstract: The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in an Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions, and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding the Recognition of the Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation, and inference skills in favor of the post-evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.

Keywords: Blogging; Critical thinking skills (Inference; Recognition of assumptions; Deduction; Interpretation; And evaluation of arguments) Watson/glaser Test; Arabic language teaching and learning. (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.arpgweb.com/pdf-files/rje5(2)15-24.pdf (application/pdf)
https://www.arpgweb.com/journal/15/archive/02-2019/2/5 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:arp:rjearp:2019:p:15-24

Access Statistics for this article

Research Journal of Education is currently edited by Dr. Waleed Al Abiky

More articles in Research Journal of Education from Academic Research Publishing Group Rahim Yar Khan 64200, Punjab, Pakistan.
Bibliographic data for series maintained by Managing Editor ().