Reflective Practices and Academic Achievement of Students: A Correlational Study

Authors

  • Ghazanfar Ali Department of Education University of Sargodha
  • Zunaira ZainabFatima Department of Education University of Sargodha
  • Ashfaque Ahmad Department of Educational Development University of Baltistan

DOI:

https://doi.org/10.21015/vtess.v10i2.938

Abstract

This study aim was to investigate the relationship between reflective practices and academic achievement of students at university level. The study purpose was to compare the reflective practices of male and female students at university of Sargodha; and determining the relationship between reflective practices and academic achievement of students at university of Sargodha. Descriptive survey research design was used in this study. The target population was the undergraduate students of University of Sargodha. The sample of the study was 400 undergraduates’ students (200 from faculty of Physical Sciences and 200 from Social Sciences). Sample was selected by using convenient sampling technique. An adopted instrument “development of a questionnaire to measure the level of reflective thinking” by Kember et al. (2000) used in this study. Data was collected by personal visits of researcher from university of Sargodha selected departments. The data was analyzed by computing the descriptive and inferential statistics. Researcher applied independent sample t test to compare the reflective practices of male and female students at university of Sargodha. Pearson Product Moment Correlation analysis was used for determining the relationship between reflective practices and academic achievement of students at university of Sargodha. Collected data was analyzed by using Statistical Package of Social Sciences (SPSS) version 23. Descriptive statistics frequency, mean and standard deviation and inferential statistics Independent Sample t test and Pearson Product Moment Correlation were used for analysis of collected data. The findings of the study revealed that there was no significant difference between the reflective practices of male and female university students and there was significant positive relationship between reflective practices and academic achievement of university students. This study could be replicated further on larger sample size using a combined and qualitative research for better understanding the reflective practices among undergraduates’ university students. Seminars and workshop would be conducted department wise to enhance the reflective practices of students.

Author Biography

Ghazanfar Ali, Department of Education University of Sargodha

Department of Education

References

Amulya, J., O'Campbell, C., Edoh, M., & McDowell, C. (2003). Transformative learning in social justiceorganizations through reflective practice. In Fifth International Conference on Transformative Learning, Columbia University, New York, NY.

Boud, D., Keogh, R., & Walker, D. (Eds.). (2013). Reflection: Turning experience into learning. Routledge DOI: https://doi.org/10.4324/9781315059051

Brookfield, S. (1985). Self‐directed learning: A critical review of research. New Directions for adult and continuing education, 1985(25), 5-16. DOI: https://doi.org/10.1002/ace.36719852503

Borton, T. (1970) Reach, Touch and Teach. New York: McGraw-Hill Paperbacks.

Cavilla, D. (2017). The effects of student reflection on academic performance and motivation. SAGE Open, 7(3), 2158244017733790. DOI: https://doi.org/10.1177/2158244017733790

Colley, B. M., Bilics, A. R., & Lerch, C. M. (2012). Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching and Learning, 3(1). DOI: https://doi.org/10.5206/cjsotl-rcacea.2012.1.2

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 2007(1), 1-23.

Freshwater, D., & Rolfe, G. (2001). Critical reflexivity: a politically and ethically engaged research method for nursing. NT Research, 6(1), 526-537. DOI: https://doi.org/10.1177/136140960100600109

James Dahlgren (2020). Reflection's Impact on Student Learning. Minnesota State University Moorhead RED: a Repository of Digital Collections

Johnson, J• (2009). Defining reflection in student affairs: A new culture of approach. The Vermont Connection, 30, 87-97. https://www.tandfonline.com

Lerch, C., Bilics, A., & Colley, B. (2006). Using Reflection to Develop Higher Order Processes. Online Submission.

Loka, S. R., Doshi, D., Kulkarni, S., Baldava, P., & Adepu, S. (2019). Effect of reflective thinking on academic performance among undergraduate dental students. Journal of education and health promotion, 8.

Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.

North Central Regional Educational Laboratory's (NCREL)

Phan, X. H., Nguyen, L. M., & Horiguchi, S. (2008, April). Learning to classify short and sparse text & web with hidden topics from large-scale data collections. In Proceedings of the 17th international conference on World Wide Web (pp. 91-100). DOI: https://doi.org/10.1145/1367497.1367510

Ratnapradipa, D., & Abrams, T. (2012). Framing the Teaching Philosophy Statement for Health Educators: What It Includes and How It Can Inform Professional Development. Health Educator, 44(1), 37-42.

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions a User's Guide.

Rolfe, G., & Gardner, L. (2006). ‘Do not ask who I am…’: confession, emancipation and (self)‐management through reflection. Journal of nursing management, 14(8), 593-600. DOI: https://doi.org/10.1111/j.1365-2934.2006.00717.x

Visser, W. (2010). Schön: Design as a reflective practice. Collection, (2), 21-25.

Downloads

Published

2022-05-20

How to Cite

Ali, G., ZainabFatima, Z., & Ahmad, A. (2022). Reflective Practices and Academic Achievement of Students: A Correlational Study. VFAST Transactions on Education and Social Sciences, 10(2), 83–90. https://doi.org/10.21015/vtess.v10i2.938

Issue

Section

Articles