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All Journal International Journal of Evaluation and Research in Education (IJERE)
Peter Varkey Muttungal
Christ University
Education

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Empowered learning in school: A scoping review Anto Titus; Peter Varkey Muttungal
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.24429

Abstract

A high degree of motivation, a sense of commitment, self-efficacy and the ability to make the right choices are the characteristics of empowered learners. With education being seen as preparation for life, educators are increasingly pressured to develop curriculum and pedagogy that assist learners to become empowered. Based on the theoretical framework developed by Arksey and O’Malley, the present study reviewed 16 empowered learning intervention studies at the school level published between the years 1995 and 2021 as well as provides an extensive summary of empowered learning enhancing interventions conducted in schools. This study highlights the concept of empowered learning, features and scope of interventions directed towards empowered learning of students at schools and the role of empowered learning in schools. Notwithstanding varied intervention results, the findings of this study indicate that empowered learning interventions produce highly motivated students with a sense of commitment and self-efficacy. This review also identifies the need for more pure experimental studies and a commonly accepted theory on empowered learning as a single concept.
Reflective thinking in school: a systematic review Anto Titus; Peter Varkey Muttungal
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26573

Abstract

Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in schools published between 2010 and 2021 and presents a brief summary. Various theories on reflective thinking, approach of educationists on reflective thinking of students and the relation between reflective thinking and students’ academic performance, are extensively analyzed. The findings of the study reveal that there are a few generally accepted theories of reflective thinking; reflection is a useful learning strategy and reflective thinking is an essential characteristic of academic excellence. This study recommends future research with a wider scope to accommodate more theoretical perspectives and wide-ranging databases.
Co-Authors Anto Titus