HIGHER ORDER THINKING SKILLS IN READING EXERCISES

Higher Order Thinking skills are greatly required by the students to have good critical thinking skills in response to the continuously developing globalization era with its challenges. This research aimed to analyze the distributions of questions found in open-ended reading exercises revealing whether or not the course book is sufficient to develop students’ critical thinking skills. This research used a qualitative method with content analysis to process the data found in open-ended reading exercises of English on Sky 3. Six cognitive levels (Remembering, Understanding, Applying Analyzing, Evaluating, and Creating) of the revised bloom's taxonomy theory were used to analyze each reading question and then classified into HOTS or LOTS. The results showed that 6 of 158 open-ended reading questions (3.80%) belonged to HOTS, while 152 of 158 reading questions (96.20%) belonged to LOTS. Analyzing (5 of 6 questions or 83.3%) was the most dominant cognitive level. Meanwhile, evaluating had only 1 of 6 questions (16.7%) and creating even had no distribution. In conclusion, the distribution of HOTS which was lower than LOTS, demonstrated that the open-ended reading exercises in English on Sky 3 were insufficient to develop students' critical thinking skills

The Search for Invariance: Repeated Positive Testing Serves the Goals of Causal Learning

Positive testing is characteristic of exploratory behavior, yet it seems to be at odds with the aim of information seeking. After all, repeated demonstrations of one’s current hypothesis often produce the same evidence and fail to distinguish it from potential alternatives. Research on the development of scientific reasoning and adult rule learning have both documented and attempted to explain this behavior. The current chapter reviews this prior work and introduces a novel theoretical account—the Search for Invariance (SI) hypothesis—which suggests that producing multiple positive examples serves the goals of causal learning. This hypothesis draws on the interventionist framework of causal reasoning, which suggests that causal learners are concerned with the invariance of candidate hypotheses. In a probabilistic and interdependent causal world, our primary goal is to determine whether, and in what contexts, our causal hypotheses provide accurate foundations for inference and intervention—not to disconfirm their alternatives. By recognizing the central role of invariance in causal learning, the phenomenon of positive testing may be reinterpreted as a rational information-seeking strategy

An Examination of the Human Factors in Cybersecurity: Future Direction for Nigerian Banks

Information and communication technology has become necessary for conducting business operations and ensuring business survival in Nigerian banks. However, this has come with some encumbrances, as this technology is vulnerable to attacks due to technical or human factors. These human factors have been very challenging for organizations due to their multi-dimensional nature and the fact that humans have been responsible for most cybersecurity incidents. Resolving issues arising from cybersecurity incidents is expensive and time-consuming. Therefore, this study is crucial as it will enable Nigerian banks witnessing increased attacks to take preventive measures and reduce the enormous expenditure required for remediation. This study adopts a literature review approach, reviewing previous studies on human factors in cybersecurity to determine the factors responsible for successful cyber-attacks and their suggested mitigations. The findings categorize these human factors into social engineering, poor information security culture, risky password practices, stress, burnout, and security fatigue. The study presents mitigations but notes that training and cybersecurity awareness are the most common reoccurring pre-emptive actions recommended. This research is significant as very little prior research has been conducted in this area targeted at the Nigerian banking sector. Practically, the findings of this study are expected to point Nigerian banks toward the critical human factors that they need to concentrate on to minimize the success rate of cyber-attacks and reduce the associated costs of recovering from these attacks

From Information to Choice: A Critical Inquiry Into Visualization Tools for Decision Making

In the face of complex decisions, people often engage in a three-stage process that spans from (1) exploring and analyzing pertinent information (intelligence); (2) generating and exploring alternative options (design); and ultimately culminating in (3) selecting the optimal decision by evaluating discerning criteria (choice). We can fairly assume that all good visualizations aid in the intelligence stage by enabling data exploration and analysis. Yet, to what degree and how do visualization systems currently support the other decision making stages, namely design and choice? To explore this question, we conducted a comprehensive review of decision-focused visualization tools by examining publications in major visualization journals and conferences, including VIS, EuroVis, and CHI, spanning all available years. We employed a deductive coding method and in-depth analysis to assess if and how visualization tools support design and choice. Specifically, we examined each visualization tool by (i) its degree of visibility for displaying decision alternatives, criteria, and preferences, and (ii) its degree of flexibility for offering means to manipulate the decision alternatives, criteria, and preferences with interactions such as adding, modifying, changing mapping, and filtering. Our review highlights the opportunities and challenges and reveals a surprising scarcity of tools that support all stages, and while most tools excel in offering visibility for decision criteria and alternatives, the degree of flexibility to manipulate these elements is often limited, and the lack of tools that accommodate decision preferences and their elicitation is notable. Future research could explore enhancing flexibility levels and variety, exploring novel visualization paradigms, increasing algorithmic support, and ensuring that this automation is user-controlled via the enhanced flexibility levels

Designing the Teacher: Applying \u27Design Thinking\u27 to Improve Composition Pedagogy and Practice

College composition courses have conventionally relied on alphabetic, print writing as the primary method for constructing meaning, but contemporary communication practices are increasingly multimodal and media-based (Palmeri, 2012; Yancey, 2011). While many teachers and scholars advocate that students benefit from engaging in the production of multimodal texts, fewer educators create digital and new media products themselves. Through a meta-analytical approach, this project explores the potentials that the act of design offers teacher-scholars for improving their pedagogy and practice. Utilizing a design thinking framework, the generative analysis of established scholarship, primary research, and authentic experiences provided significant insights into the cognitive, physical, and social processes that make up design, which suggest a need to contemporize language and adapt approaches to suit modern materials and methods for composing. For instructors, the fruitful knowledge gained through design is not limited to a single product or person but should be applied to classroom practices to improve the teaching of multimodal projects. Further, teacher-scholars are encouraged to share their media products through digital platforms to serve as accessible resources for other educators, which might encourage and improve the instruction of design and cultivate change in the culture of the writing classroom by fostering an inclusive and innovative space for composing

Barriers to Effective Curriculum Implementation

An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity

Aggression and violence

Abstract not available