ERIC Number: EJ1393983
Record Type: Journal
Publication Date: 2023-May
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1547-500X
Effectiveness of Collegiate Learning Assessment Task-Based Ebook to Empower Critical Explanatory with Different Problem-Solving Style Types
Laksmi, Monika Lintang; Prayitno, Baskoro Adi; Indrowati, Meti
Journal of Educators Online, v20 n3 May 2023
This study has three aims: (1) test the effectiveness of using an ebook based on the Collegiate Learning Assessment (CLA) Task to empower critical explanatory ability; (2) examine the influence of problem-solving style differences on critical explanatory ability; and (3) assess the interaction between the use of CLA Task-based Ebooks and problem-solving styles on critical explanatory ability. This study used a quasi-experimental design and 4×3 factorial design. The instrument was an essay test and Problem Solving Style Questionnaire (PSSQ). ANCOVA was used for data analysis (p = 0.05). This study concludes that: (1) CLA Task-based ebooks are more effective at empowering critical explanatory capabilities than PowerPoint-based CLA Tasks and PowerPoint-based conventional media; (2) Students with the problem-solving Assimilator type have a higher critical explanatory ability value than Diverger, Converger, and Accommodator types; and (3) The interaction between students who use CLA Task-based Ebook media with the problem-solving style Assimilator type has a higher average value of critical explanatory ability than other combinations.
Descriptors: College Students, Student Evaluation, Evaluation Methods, Electronic Books, Student Empowerment, Problem Solving, Cognitive Style, Critical Thinking, Biology
Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A