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New Index
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Item
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Assessing Myanmar Student Teachers' Reasoning and Problem Solving Abilities: An Analysis Based on Optimal Tests Development and Intervention Practice
http://hdl.handle.net/20.500.12678/0000005578
http://hdl.handle.net/20.500.12678/0000005578b525eb71-a6e2-45c3-8ca9-c2f1276a06db
32c83a91-0da0-4914-8417-200c86fdc287
Name / File | License | Actions |
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Publication type | ||||||
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Journal article | ||||||
Upload type | ||||||
Publication | ||||||
Title | ||||||
Title | Assessing Myanmar Student Teachers' Reasoning and Problem Solving Abilities: An Analysis Based on Optimal Tests Development and Intervention Practice | |||||
Language | en | |||||
Publication date | 2019-05-25 | |||||
Authors | ||||||
Yar Zar Chit | ||||||
Khin Pyone Yi | ||||||
Khin Thuza Saw | ||||||
Description | ||||||
The main aim of this study was to assess Myanmar student teachers' reasoning and problem solving abilities through the optimal tests development and intervention practice. A total of 1626 student teachers from Yangon University of Education, Sagaing University of Education and University for the Development of National Races of the Union participated in this study. Sequential explanatory research design was chiefly used. To achieve the main goal, a reasoning skill test and a problem solving ability test were firstly developed by using Item Response Theory (IRT) and Classical Test Theory (CTT). Based on the tests, findings revealed that the student teachers had higher reasoning skills and higher problem solving ability. The result showed that the reasoning skills accounted for approximately 28.6% of the variance of problem solving ability. The results of the regression advocated that four reasoning skills included in the reasoning skill test are best predictors and can enhance the problem solving ability of student teachers. Finally, an intervention practice was conducted to improve student teachers' reasoning skills and to confirm the predictive validity of the reasoning skill test based on the quantitative results. The results pointed that the reasoning skills of student teachers after intervention were significantly higher than before intervention. Therefore, this study highlighted the fact that reasoning skills can well enhance problem solving ability of student teachers and that their reasoning skills can be trained by using argument mapping technique based practice. | ||||||
Keywords | ||||||
Reasoning, problem solving, optimal test, intervention practice | ||||||
Journal articles | ||||||
Myanmar Universities Research Conference | ||||||
51-64 | ||||||
1 |