Effects of Students thinking Styles on Classroom Participation and Academic Achievements: A Case Study of Pakistani Students

Muhammad Nadeem Mohsin, Bushra Naureen and Kishwer Naheed Rana

Sustainable Business and Society in Emerging Economies, 2021, vol. 3, issue 3, 195-207

Abstract: Purpose: The main objective of the study was to identify different thinking styles of students during classroom participation, to assess students’ level of classroom participation in relation to their thinking styles and find out the association of demographic variable (gender, age, location) with thinking styles, classroom participation and academic performance of students, to examine the effect of students’ thinking styles on their classroom participation.Methodology: The participants were 1320.& The researcher uses random sampling technique to select the sample. The questionnaire for student’s thinking styles, questionnaire for Student’s classroom participation, questionnaire for student’s academic performance were used.Findings: The results indicated that there are no significant on Factors Legislation, Executive, Global, monarchic and Internal. The post hoc show the significant different among the different variables e.g. Legislative, Executive, Global, Monarchic and Internal. And the results toward participation quality also shows that there is significance difference existed in participation quality.& The other variable age shows that up to 22 respondents show significance different.Implications: Teacher and students understand the thinking styles of each other and know about the actual and required thinking style. Teacher should easily continue their attention and improve their knowledge about students need on the through communication and feedback from the students.

Keywords: Thinking styles; Classroom Participation; Learning Environment; Academic Achievements (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:src:sbseec:v:3:y:2021:i:3:p:195-207

DOI: 10.26710/sbsee.v3i3.1894

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