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Critical consciousness and empowerment issues in undergraduate classrooms : a study at Taif University in Saudi Arabia

[Abstract] 
النوع تقرير
مصدر المعلومات ERIC
المؤلف Alajlan, Sarah Mohammed. Taif University, Saudi Arabia
المؤلف الاضافي Aljohani, Obaidalah. Taif University, Saudi Arabia.
الصفحات pp. 27-35
ملاحظة عامة It is a Paper presented at the American Association for Adult and Continuing Education (AAACE)
المصدر Commission for International Adult Education (CIAE) Annual Pre-Conference. 67th, Myrtle Beach, SC, September 30- October 2, 2018
ERIC رقم الوثيقة في ED597483
المصدر الالكتروني Full text (PDF)  PDF
الواصفات Taif University (Saudi Arabia)  -  Critical thinking  -  Student evaluation  -  Empowerment  -  Undergraduate students  -  Student attitudes  -  Classroom communication
لغة الوثيقة الانكليزية
البلد المملكة العربية السعودية
This study aims to discover undergraduate students' perceptions about the practice of critical consciousness in the classroom at Taif University, Saudi Arabia. The research also determines if there is a difference, by gender, among the undergraduate students' perceptions of the practice of critical consciousness in the classroom. Paulo Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. In this study, empowerment issues relate to students who practice silence, marginalization, and dependence. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness in the classroom. The problem-posing pedagogy was the highest practice. Furthermore, there were statistically significant differences at (a = 0.05) among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females. However, in problem-posing pedagogy and the empowerment issues section, there were no statistically significant differences at a = 0.05 among undergraduate students' perspective based on their gender. (As Provided)

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Cite   للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
Alajlan, Sarah Mohammed. (2018). Critical consciousness and empowerment issues in undergraduate classrooms : a study at Taif University in Saudi Arabia. تم استرجاعه من search.shamaa.org .