Effectiveness of higher order thinking scaffolding tool as a knowledge transfer instrument among University of Namibia science students select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Kapolo, Paulus
dc.contributor.author Sheimemanya, Cornelia
dc.contributor.author Shihomeka, Sadrag P.
dc.contributor.author Nghuumbwa, Malakia
dc.date.accessioned 2017-07-10T10:03:45Z
dc.date.available 2017-07-10T10:03:45Z
dc.date.issued 2017
dc.identifier.citation Kapolo, P., Shaimemanya, C., Shihomeka, S.P., & Nghuumbwa, M. (2017). Effectiveness of higher order thinking scaffolding tool as a knowledge transfer instrument among University of Namibia science students. Journal for Studies in Humanities and Social Sciences, 6(1), 223-240. en_US
dc.identifier.issn 2026-7215
dc.identifier.uri http://hdl.handle.net/11070/2006
dc.description.abstract This paper presents the results of the study carried out at the University of Namibia on the extent to which high order thinking scaffolding tool can assist students to transfer knowledge. To examine the tool, a quasi-experimental design within the flipped-classroom was used in a mixed method study. Students were divided into two groups, the experimental group and the control group. These two groups were all approached in the similar manner and directed at different times of the day. The only difference was that the experimental group was provided with a scaffolding tool, while the control group had no scaffolding tool. The objective of the study was to evaluate the effectiveness of the Higher Order Thinking as a scaffolding tool that can improve students’ knowledge transfer. When the means were compared, it was found that there is no statistical significant difference between the two means for the Higher Order Thinking Tool group (M= 4.89) and the control group (M= 4.27), en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Knowledge transfer en_US
dc.subject Thinking scaffolding en_US
dc.title Effectiveness of higher order thinking scaffolding tool as a knowledge transfer instrument among University of Namibia science students en_US
dc.type Article en_US


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