A Comparison of Human Information Processing Hierarchy and Cognitive Styles in Online Self-Directed Learning upon Critical Thinking and Learning Achievement of Undergraduate Students
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Abstract
This research aimed to study the interactive between the human information processing hierarchy and cognitive styles upon critical thinking and learning achievement of undergraduate students, to compare the human information processing hierarchy upon critical thinking and learning achievement of undergraduate students, and to compare the cognitive styles upon critical thinking and learning achievement of undergraduate students. The sample group was the first-year undergraduate students at Surindra Rajabhat University in the second semester of 2018. There were 180 students which were collected by cluster random sampling. The instruments used in this research were a cognitive styles test, online learning, self-directed learning plan, a critical thinking ability test, and an achievement test. The data were analyzed by descriptive statistics and inferential statistics which included Two-way MANOVA, and One-way ANOVA. The results found that: the first, the interaction testing of Two-way MANOVA showed the human information processing hierarchy had a significant interacted with cognitive styles upon critical thinking and learning achievement of the students at the .05. Furthermore, the students who studied in different the hierarchies and cognitive styles found the critical thinking score had a different significant at the .05 while the learning achievement score had not different. The second, the result of comparing the human information processing hierarchy upon critical thinking of students who had analytical style had a different significant with the critical thinking score at the .05. Moreover, the students who had categorical style and relational style had not a different with the critical thinking score. The third, the result of comparing the cognitive styles upon critical thinking of the students who studied in top-down approach and middle-out approach had a different significant with the critical thinking score at the .05. Furthermore, the result of comparing the cognitive styles upon critical thinking of the students who studied in bottom-up approach had not a different with the critical thinking score.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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