an analysis into the role of critical thinking in academic performance

DEPARTMENT OF BUSINESS ADMINISTRATION ENGLISH-MANAGEMENT OF QUALITY AND INNOVATIONAn Analysis into The Role of Critical Thinking in Academic Performance, E-MQI Freshmen, Department of Bu

DEPARTMENT OF BUSINESS ADMINISTRATION ENGLISH-MANAGEMENT OF QUALITY AND INNOVATION

An Analysis into The Role of Critical Thinking in Academic

Performance, E-MQI Freshmen, Department of Business Administration, National Economics

University

Supervisor: Le Thuy Linh,

MA Students: Nguyen Le

Diem Ngoc Nguyen Ton Nhu Nguyen Linh Chi Nguyen Quynh Mai Ban Dieu Anh

Nguyen Ha Linh

Class: E-MQI K64

Hanoi, June

Nguyen Le Diem Ngoc

11224708

ngocnguyennn1604@gmail.com Nguyen Ton Nhu 11225002

ng.tonnhu@gmail.com Nguyen Linh Chi 11221002

linhchi300704@gmail.com Nguyen Quynh Mai 11224052

maiqynh8@gmail.com Ban Dieu Anh 11220074

dieuanh132004@gmail.com Nguyen Ha Linh 11223545

nguyenhalinh.hrcneu@gmail.com

Critical thinking is an essential thinking skill for every field The ability

to think clearly and rationally is important no matter what we're doing

If you work in education, finance, administration or law, critical thinking

is obviously extremely important But this skill is not limited to aparticular field The ability to think well and solve problemssystematically is a valuable "asset" in all fields and professions For thisreason, the E-MQI team of the National Economics University decided

to conduct a study to investigate the causes and effects of criticalthinking in learning among 35 E-MQI freshmen With the qualitativesurvey method by questionnaire, the opinions of 35 E-MQI participantswere collected and analyzed to find answers to the research questions.Research results indicate that most E-MQI members speak publicly attimes Most students see the importance of critical thinking but havenot applied it much in their learning, which is quite an alarmingsituation due to the high frequency of self-study requirements at theNational Economics University especially the EMQI program Inparticular, the study investigated the implications for the origins ofcritical thinking and their impact on E-MQI students Furthermore, thereare several proposed solutions to this problem

TABLE OF CONTENTS

ABSTRACT

TABLE OF CONTENTS

Chapter 1: Introduction

Chapter 2: Literature Review

1 Critical thinking

1.1 Definition

1.2 Models of critical thinking

1.2.1 Model of Paul and Elder

1.2.2 Model of Brookfield

1.2.3 Model of Debono

2 Academic performance

2.1 Definition

2.1.1 Academic performance is the outcome of students’ effort in examinations

2.1.2 Method of measurement

2.2 Factors that influence academic performance

2.2.1 The family’s education level

2.2.2 The effect of the school’s physical conditions

2.2.3 The school management

2.2.4 The effect of the school environment

2.2.5 The effect of the teacher

2.2.6 The effect of Mental Health

2.2.7 The effect of Financial Status

2.2.8 The effect of Constant Migration

2.3 Criteria for academic performance assessment

2.3.1 Research skills

2.3.2 Creativity and originality

2.3.3 The Collaboration and Teamwork

2.3.4 Ethical and professional behavior

3 The relationship between critical thinking and academic performance

3.1 Positive effects of critical thinking on academic performance

3.1.1 It helps to improve decision making (TSCFM et al., 2023)

3.1.2 Enhances problem-solving ability (TSCFM et al., 2023)

3.1.3 Refine your research skills (TSCFM et al., 2023)

3.1.4 Polishes your creativity (TSCFM et al., 2023)

3.1.5 Stimulates Curiosity (TSCFM et al., 2023)

3.2 Negative effects of lack of critical thinking on academic performance

3.2.1 Time consuming gathering facts to make a critical decision (Nikhil Priya and Prof D.S Ray, 2020 )

consequences of such actions (Nikhil Priya and Prof D.S Ray, 2020)

3.3 Factors that influence the relationship between critical thinking and academic performance

3.3.1 Enthusiasm in critical thinking affects learning outcomes

3.3.2 Cognitive maturity affects students' learning outcomes

3.3.3 Innovation and progress lead to positive changes in learning outcomes

Chapter 3: Research Description

3.1 Research Objectives

3.2 Research subject, scope and scale

3.3 Research questions

3.4 Research method

3.5 Data collection and analysis

3.6 Research plan

Chapter 4: Findings and Discussion

4.1 Definition of critical thinking skills

4.2 The implication of critical thinking

4.3 The concept of academic performance

4.4 The importance of critical thinking in academic success

4.5 The frequency of using critical thinking skills

4.6 Strategies to Increase Critical Thinking Skills in Students

Chapter 5: Conclusion

Appendix

References

Chapter 1: Introduction

Every day we can make hundreds of decisions, whether they are important

or not But certainly important decisions will require a lot of thought, such

as which school to choose, which profession to study, when to change jobs,etc To make a wise decision, we need to be carefully calculated, not just in terms of 1-2 aspects That way, critical thinking helps us deal with problems more effectively

Critical thinking is not just about accumulating information People who have a good memory and know a lot of things are not necessarily going to have good critical thinking, but critical thinking should not be confused with liking to argue or criticize others While critical thinking skills can be used to expose shortcomings and faulty reasoning, critical thinking also plays an important role in coordinating correct arguments correct and constructive Critical thinking helps us to acquire knowledge, increase our understanding of known theories, strengthen arguments, and improve workefficiency and problem solving

EMQI is considered an advanced program of National Economics University.The main difference of this program lies in the special training point and equipping students with soft skills, including critical thinking skills However, it is inevitable that EMQI freshmen may face a lack of skills to apply critical thinking for a variety of reasons This has led our team to select EMQI as research participants to explore community phenomena in this regard This study aims to expose the reasons that influence critical thinking among EMQI students

Chapter 2: Literature Review

For the past, some years of education had been more focused on mindless mechanical learning and just the ability to repeat and retain the

information given in the books Problem-solving skills had been confined to mathematics and just a few experiments were done in the science labs Buttoday, as time is changing learning, is prioritized more on developing important skills and thinking that will prepare the students for navigating inthe real world after school

Critical thinking is one of the most valuable skills that every student must master It is not just limited to problem-solving skills in class but also in real-life situations A variety of skills are taught while learning about criticalthinking, this involves any kind of circumstances that requires planning, analysis, and reflection Critical thinking is especially important for students that have been given an assignment and have to perform deep research on the given topic It also eventually helps in the workplace as well

1 Critical thinking

1.1 Definition

Most of the people have assumptions that being critical means typical, which is such a negative way of thinking about it According to Barry K Beyer, it means ‘making clear, reasoned judgments

In simple words, it is the ability of an individual to analyze the way they think and present proofs for the ideas they have Rather than just

accepting personal thoughts as sufficient evidence There are a number of advantages for a student when they develop critical thinking like better learning abilities and developing empathy towards others' opinions

A person that has a well developed critical thinking will question the given information, reject any unreliable or unscientific logic and inspect the sources of information They are well informed and have the capacity to judge the value of debate and infer careful but proof-based results It is very important for students as it allows the students to create essays and assignments that do not involve any personal or social prejudice

According to Edward Claser, critical thinking was defined in a seminal study

prepared to consider thoughtfully the issues and topics that fall within the scope of one's experiences, knowledge of the techniques of logical inquiry and reasoning, and some proficiency in using those techniques A

consistent effort must be made to assess each belief or purported body of knowledge in light of the arguments for and against it as well as the implications it tends to imply Additionally, it typically calls for the ability to identify issues, come up with practical solutions, acquire and organize relevant data, identify implicit assumptions and beliefs, interpret and utilizelanguage accurately, clearly, and concisely In general, it also necessitates the capacity for problem-solving, problem-recognition, marshaling pertinent information, recognizing unstated assumptions and values, accurate, clear, and discriminating language comprehension and usage, data interpretation, evaluating evidence and arguments, recognizing the existence (or absence) of logical relationships between propositions, drawing justified conclusions, and generalizing

And a statement by Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform,Summer 1987 The process of actively and successfully conceiving, applying, analyzing, synthesizing or evaluating knowledge as a basis for belief and action is known as critical thinking It requires intellectual discipline It is founded on universal intellectual principles that cut across disciplinary boundaries in its best form, including clarity, accuracy, precision, consistency, relevance, strong evidence, good arguments, depth,breadth, and fairness Critical thinking can be seen as having two

components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance oftheir results

Critical thinking varies according to the motivation underlying it When grounded in selfish motives, it is often manifested in the skillful

manipulation of ideas in service of one’s own, or one's groups’, vested interest As such it is typically intellectually flawed, however pragmatically

charge of "idealism" by those habituated to its selfish use.

Critical thinking of any kind is never universal in any individual; everyone issubject to episodes of undisciplined or irrational thought Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking orwith respect to a particular class of questions No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towardsself-delusion For this reason, the development of critical thinking skills anddispositions is a life-long endeavor

1.2 Models of critical thinking

One way to understand and develop critical thinking skills is to consider thevarious dimensions or aspects of the process Dimensions of critical thinking are the individual skills or attributes that contribute to the overall effectiveness of critical thinking In this regard, identifying and analyzing the dimensions of critical thinking can help individuals to develop a more comprehensive understanding of the process and to improve their critical thinking skills in specific areas

1.2.1 Model of Paul and Elder

It is more crucial to educate students how to think than what to think whenincorporating critical thinking into existing teaching strategies Modern instructional approaches are useful for incorporating critical thinking into the fundamental subjects

To evaluate critical thinking, Paul and Elder (2004) created a model based

on the elements of cognition This procedure puts critical and strategic thinking to use The objective, question or issue, information, interpretationand inference, ideas, assumptions, implications and consequences, and point of view are the components that are utilized to assess critical thinking

in educational activities

1.2.2 Model of Brookfield

reflective reasoning and assumptions are the focal points of critical thinking (Brookfield, 1987)

By doing this, educators foster learning settings where students are less prone to behave or decide based on habit Instead, it pushes students to think critically and to make well-informed judgments by making them ask challenging questions, analyze the evidence, and comprehend difficult challenges According to Brookfield (1987), instructors may aid students in developing their critical thinking skills by encouraging the quest for new knowledge and, when appropriate, challenging preconceived notions Students should explore as many various views, ideas, and sources as theycan in order to validate the veracity of assumptions using Brookfield's concept of reflective thinking

1.2.3 Model of Debono

In 1985, DeBono created the final design, DeBono's Thinking Hats He offered the following critical-thinking perspective: Despite the fact that it is the best human resource, pupils can never be content with mastering the most crucial ability The ultimate objective is to improve pupils' ability to think, regardless of how excellent they get He provided six Thinking Hats

as a paradigm for incorporating critical thinking as a result Critical thinkingabilities must be developed and instilled as mental habits DeBono (1985) divides thinking into six distinct modes, each represented by a Thinking Hat in one of the six primary colors: white, red, black, yellow, green, or blue Students should exclusively concentrate on facts, numbers, and objective information when practicing white hat thinking An example would be students selecting the information necessary to address an issue

or provide an answer Students should solely concentrate on the

representations of emotions and feelings during this style of thinking because they are what the red hat is all about Students determining the consequences of facts and numbers used to solve a problem or provide an answer would be an example of red hat thinking The black hat represents logical thinking Students who use black hat thinking do so by formulating logical, pessimistic ideas based on the negative effects of red hat thinking

In contrast to black hat thinking, yellow hat thinking is made up of uplifting,constructive ideas where pupils look for answers The green hat represents originality and fresh thinking Students who employ green hat thinking use the information from white hat thinking to develop new ideas The blue hat

from several angles while exercising both critical and creative thought.The three models of critical thinking share the goal of fostering

independent and effective thinking in students However, they differ in their approaches and focus areas

The model of Paul and Elder emphasizes the cognitive elements of critical thinking and the importance of incorporating critical thinking into existing teaching strategies The model provides a framework for evaluating criticalthinking in educational activities, using components such as objectives, questions, information, interpretation, assumptions, implications, and viewpoints The strength of this model is its systematic and comprehensiveapproach to assessing critical thinking However, its weakness lies in its emphasis on evaluating critical thinking rather than fostering it

The model of Brookfield focuses on reflective thinking and assumptions as the focal points of critical thinking The model encourages students to ask challenging questions, analyze evidence, and comprehend difficult challenges to make well-informed judgments The strength of this model is its emphasis on self-reflection and self-awareness, which are essential for developing critical thinking skills However, its weakness lies in its lack of a clear framework for evaluating critical thinking

The model of Debono offers a creative and practical approach to critical thinking through the use of thinking hats The model encourages students

to approach problems from multiple angles, exercise critical and creative thought, and develop thinking as a mental habit The strength of this model is its emphasis on creativity and flexibility, which are essential for solving complex problems However, its weakness lies in its reliance on a structured approach that may not be suitable for all types of problems.Overall, critical thinking is a multi-faceted and complex skill that requires a combination of cognitive, reflective, and creative thinking The three models provide complementary approaches to fostering critical thinking skills in students A comprehensive understanding of critical thinking involves incorporating the strengths of each model to develop a well-rounded approach to fostering critical thinking skills in students

2 Academic performance

2.1.2 Method of measurement

Student performance can be measured using a variety of benchmarks,including grade point average (GPA), high school graduation rate, annualstandardized tests, and college entrance exams A student's GPA istypically measured on a scale of zero to four State and federal educationofficials collect graduation rates to use as a baseline measurement ofsecondary education performance Each state conducts annual tests at the

comply with federal education standards (National Assessment of Educational

Progress, "Mapping State Proficiency Standards Onto the NAEP Scales") School districtsalso track student performance on the ACT and SAT to determine readinessfor higher education.(ACT, "2012 ACT National and State Scores")

Under the ESSA, states are required to submit plans to the U.S Department ofEducation containing a minimum of five indicators for measuring student andschool progress The law mandated the first four indicators—academicachievement, academic progress, English language proficiency, and highschool graduation rates The law allowed states to choose a fifth measure

in one of the following areas: kindergarten readiness, access to andcompletion of advanced coursework, college readiness, discipline rates,and chronic absenteeism (The Coordinating Center , "Every Student Succeeds Act

(ESSA): What You Need to Know") (EducationWeek , "Approved ESSA Plans: Explainer and

Key Takeaways From Each State,")

2.2 Factors that influence academic performance

2.2.1 The family’s education level

The first factor that influences academic performance is the effect of thefamily’s education level on students’ academic achievement

When the conducted studies are examined, it is seen that while themother’s education level does not make a significant difference to thestudent’s academic achievement, the father’s education level has asignificant effect on the student’s academic achievement (Soner, 2000).While the mother’s education level is a predictor of the student’s academicachievement, the father’s education level does not predict the student’sacademic achievement (Pishghadam & Zabihi, 2011) As the parents’education level increases, the student’s academic achievement andattitude towards lessons increase in parallel (Bolukbas, 2010) The family’seducation level has a significant effect on students’ academic success(Tavani & Losh, 2003) As the mother’s education level increases, thefacilities at home also increase, and in parallel with this, have a significantimpact on students’ academic success (Gelbal, 2008) There is a significantrelationship between the parents’ education level and academic

2012)

However, there is no relationship between the family’s education level anduniversity students’ academic achievement scores (Shapiro, 2009) Whenthe first finding of the study is compared with similar research findings, it isunderstood that family education has been an important factor in theacademic success of students from past to present, however theimportance of this is better understood with the increase in education levelwith compulsory education

Families with a high level of education are more consciously interested intheir children's academic development as well as their entire development

2.2.2 The effect of the school’s physical conditions

The second factor is the effect of the school’s physical conditions (library,laboratory, smart board, sports hall, etc.) on students’ academicachievement

When the conducted studies are examined, it is seen that one of thefactors affecting academic performance is the school’s physical workingconditions (Mattar, 2012) In schools with inadequate physical conditions,students’ academic achievements are lower due to less frequentattendance at school (Duran-Narucki, 2008) The research findings revealthat the school’s physical conditions are an important factor affectingacademic success (Berman et al., 2018) The quality of the schoolbuildings is a predictor of students’ academic achievements and socio-emotional development (Simon, Evans & Maxwell, 2007)

The physical conditions of the classroom have an effect on the student’smotivation to take part in class and therefore, on his success (Akbasli,Kosece, & Ucan, 2018) When the second finding of the study is comparedwith similar research results, the importance of investment in the educationsystem is understood

In particular, the country's economy is an important determinant of theinvestment made in the education system Along with the development ofthe country, as in all fields, development is observed in the field of

more modern and efficient for students and education compared withprevious school forms.

2.2.3 The school management

The third is the school management effect on students’ academicachievement When the conducted studies are examined, it is seen thatschool principals who have instructional leadership skills establish theschool system on increasing teachers’ knowledge levels and on students’academic success (Ovando & Ramirez, 2007)

In a meta-analysis study conducted on schools’ academic success andschool management between the years 1986-1996, it was concluded thatinstructional leadership at primary school level had an impact on academicachievement (Witziers, Bosker & Kruger, 2003) The strategic efforts made

by school managers contribute to the social and academic goals of theschools where they are managers (Hoog, Johansson & Olofsson, 2005).When school principals and teachers carry out their duties by making jointdecisions, this contributes to the curriculum, instruction and students’academic success (Marks & Nance, 2007)

Although instructional leaders do not directly affect the student’s academicachievement, they have an indirect, positive effect (Alig-Mielcarek, 2003).There is a positive, significant relationship of academic achievement withthe knowledge-based role, confrontational role and “supporting the vision

of the trainee” role, which are sub dimensions of the mentoring roles ofschool principals at primary school level, and with the confrontational roleand “supporting the vision of the trainee” role, which are sub dimensions ofthe mentoring roles of school principals at secondary school level Whenthe third finding of the study is compared with similar research results, it isseen that the management style of the school, which has the educationalmanagement skills of school administrators, has also transformed into amodern structure

The management of the school together with the student and theinvolvement of students in the school management are part of the modernschool management model The academic success of the student whotakes part in the school administration is also high

The fourth is the effect of the school environment on students’ academicachievement When the conducted studies are examined, it is seen that theschool environment and environmental factors are correlated withacademic performance

A poor school environment increases the perception of an insecure school(Berman et al., 2018) Student participation and families’ structuralsupport are at low levels in schools that do not create a safe and organizedenvironment for learning (Finn & Rock, 1997) The school’s socialenvironment has an immediate effect on the student’s academicachievement (Rosenblatt & Peled, 2002) When the fourth finding of thestudy is compared with similar studies, it is concluded that the schoolenvironment should be surrounded by learning activities and the student'sattention should not be directed outside the school

In ensuring the academic success of the student, the school environment isexpected to be reliable and include library, social activity, and culturalactivity activities

2.2.5 The effect of the teacher

The fifth is the effect of the teacher on students’ academicachievement.When the conducted studies are examined, it is seen thatteachers’ personal self-efficacy beliefs affect students’ academic success(Caprara, Barbaranelli, Steca, & Malone, 2006)

It can be expected that teachers who possess social and emotionalcompetence, who create a warmer classroom atmosphere with aninstructional quality, who feel responsible towards their students, whoestablish supportive and cooperative relations, who regularly communicatewith school managers and colleagues, and who display a sensitiveapproach to students, will increase their students’ academic success(Jennings & Greenberg, 2009) Teachers’ who display democraticbehaviours in class increase students’ creativity levels Students’ academicsuccess levels will increase in parallel with the increase in their creativitylevels (Erdogdu, 2006) When the fifth finding of the study is compared withsimilar studies, it is seen that teachers have a significant effect on

teachers is improved by scientific studies

While a teacher-centered education is adopted in the traditional approach,

a student-centered education system is applied in the modern educationsystem applied today With the application of this modern system, studentsgain the ability to search and question, think critically, and as a result, theiracademic success increases

2.2.6 The effect of Mental Health

A person’s mental health describes their psychological, emotional, andsocial wellbeing It could also refer to your cognitive and behavioral state.Many people struggle with maintaining good mental health Mental health

is one factor that can influence your daily life, your interactions with otherpeople, as well as your academic performance

The stress of academic work could contribute to the decline of your mentalhealth, the same way that your mental health could contribute to pooracademic performance and productivity Mental health conditions, such asdepression, stress, and anxiety, could lead you to experiencing troubles inthe classroom

The said conditions may lead to a lack of concentration, minimalparticipation in classes, mixing up of due dates, procrastination, and manyother things that could possibly affect your academic performance andproductivity Furthermore, if you struggle with your mental health, you mayalso have low optimism or reduced energy levels Conditions such as eatingdisorders could affect your eating habits, and you may start experiencingfatigue or lack of energy within the classroom space

If you’re not consciously aware of the work that’s covered in the classroom,your academic performance and productivity could get affected If you lackoptimism or positivity surrounding your academic work, you may be lessmotivated to follow through with engaging with your academic work.Mental health is real and should be adhered to as soon as signs arise, and,then, perhaps, you could have a steady academic performance.(Johanson,2021)

Your financial status refers to what the state and condition of your finances

is For many people, their financial status changes continuously due to thedependency on how the product or service of their work performs Others,

on the one hand, have a rather unchanging financial status due to thecontinued financial stability that they maintain Your financial status couldhave an influence on your academic performance and productivity.People who struggle financially may find it difficult to perform wellacademically On top of tuition fees and living expenses, learners requirefunds for textbooks, learning materials, stationery, and many other things.Due to financial trouble, some people carry out periods of their schoolexperience without textbooks, which may put them at a greatdisadvantage in the classroom

Some people may even get to a point wherein they have to withdraw fromschool for a while because they can’t pay school fees or keep up with theupkeep of going to school Your financial status could add limitations toyour academic performance and lower your productivity

Furthermore, if someone is struggling academically, they may need toexplore more resources, such as extra lessons or getting the help of tutors.However, such resources require money Your financial status willdetermine whether you’re able to maintain such costs, and if you aren’t,your academic performance and productivity could be hindered.(Johanson,2021)

2.2.8 The effect of Constant Migration

Some people are continuously traveling and migrating from place A, toplace B, to place C, and so on This means they’re continually encounteringnew environments with new schools, new living spaces, and a whole lot ofother new things Usually, this comes to light when a learner is living withparents who have jobs, which entails lots of traveling

Whatever the case may be, constant migration can influence youracademic performance and productivity It could take time for you to settleinto an area, or even settle into a new environment Different schools

academic future It could also create a good level of confusion and ignite afeeling of constant need to catch up

Not every school runs through a syllabus in the exact same order, and, so,you may encounter things that you haven’t done before As a result, youracademic performance may be affected Constant migration could also bementally draining for a learner

One could develop mental health issues surrounding a lack of stability, acontinuous changing of friends, and various other things Stability maycontribute to putting your mind at ease and allowing you as a leaner toparticipate with a clearer mind, rather than a mind that’s constantlywondering which academic environment lies ahead of it next month whenone has to move.(Johanson, 2021)

2.3 Criteria for academic performance assessment

The parameters for producing performance evaluations: Request that students create an item, report, experiment, or performance Allow for self-evaluation by involving interaction between the student and the instructor.Make testing requirements and expectations clear to students

Regularly administer Tests in classroom settings to track the

implementation of performance evaluations

The following criteria can be used when creating a performance

assessment: Use realistic language and scenarios Include multiple levels

of performance and challenges that require creative thinking Use relatablecommunication and situations, Students curiosity might be piqued and sparked via performance assessments Performance evaluations are reliable measures of what pupils know and how well they can use that information Performance evaluations give instructors the chance to examine the success of their class plans, which can boost their confidence.Performance evaluation activities can show how well a teacher is

instructing and provide updates on how well students are learning.Several authors agree that academic performance is the result of learning, prompted by the teaching activity by the teacher and produced by the student Martinez (2007) claims that academic success is "the product

by Pizarro (1985) as a measurement of the indicative and responsive skills that convey what a person has learned as a result of an educational or training process in an estimated manner This definition hasn't changed in fifteen years.

Academic success, according to Caballero et al (2007), entails achieving the targets stated in the course or program a student is enrolled in These are communicated through grades, the outcome of an evaluation that involves passing or failing particular exams, subjects, or courses According

to Torres and Rodrguez (2006, cited by Willcox, 2011), academic success is often gauged using the grade point average and is defined as the degree ofknowledge demonstrated in a topic or area relative to the norm

2.3.1 Research skills

This criterion evaluates the student's ability to conduct research, including finding and evaluating sources, analyzing data, and presenting findings.Finding and evaluating sources: This aspect of research skills involves the student's ability to locate appropriate sources of information for their research project This includes using academic databases, search engines, libraries, and other resources Additionally, students need to evaluate the relevance, credibility, and accuracy of the sources they use, including distinguishing between primary and secondary sources, peer-reviewed articles, and popular media Once students have collected their research materials, they need to analyze the data and make sense of it They may need to use statistical methods to identify trends, patterns or relationships

in data Students also need to be able to synthesize information from different sources and develop an argument based on their findings Finally, students must be able to present their research findings clearly and effectively This includes organizing and structuring their report or presentation in a logical way, using appropriate language and terminology, and citing sources correctly Students should also be able to use visual aids, such as graphs, tables, and charts, to enhance the clarity of their research results

2.3.2 Creativity and originality

and approaches to problems.

The Creativity and Originality criterion assesses a student's ability to generate novel, innovative ideas and approaches to problems This requires students to think outside the box and come up with new

perspectives on familiar topics The ability to be creative and original is particularly important in fields such as art, design, engineering, and entrepreneurship, but it also has applications across many other

disciplines

To demonstrate creativity and originality, students need to approach problems with an open mind and explore multiple solutions They should bewilling to take risks and embrace experimentation, even if it means stepping away from conventional thinking Students must also be able to communicate their ideas effectively to others, using words, sketches, or prototypes to demonstrate their vision

In addition, creativity and originality require a strong foundation of knowledge and skills, as well as the ability to connect seemingly disparate ideas and concepts To be truly original, students must have a deep understanding of the subject matter and the context in which they are working This allows them to build on existing ideas while also breaking new ground

Overall, the Creativity and Originality criterion evaluates a student's ability

to think creatively and generate new ideas It encourages students to take risks, experiment, and challenge themselves to find innovative solutions to complex problems

2.3.3 The Collaboration and Teamwork

The Collaboration and Teamwork criterion evaluates a student's ability to work effectively with others towards a common goal In many professions, collaboration and teamwork are essential skills for success, as most projects require input from multiple individuals with different areas of expertise To demonstrate effective collaboration and teamwork, students must be able to communicate clearly and respectfully with their peers, actively listen to others' perspectives, and work collaboratively to solve problems They must also be willing to contribute to group discussions and

incorporate it into their work.

Another important aspect of collaboration and teamwork is the ability to resolve conflicts that may arise within a group This requires strong interpersonal skills, such as empathy, active listening, and problem-solving.Students should be able to identify areas of conflict, understand the root cause of the disagreement, and work collaboratively with their peers to find

a mutually acceptable solution Overall, the Collaboration and Teamwork criterion assesses a student's ability to work productively with others in a team setting It encourages students to develop strong communication andinterpersonal skills, and to value the contributions of their peers Students who are skilled at collaboration and teamwork are likely to be successful not only in their academic pursuits but also in their future careers

2.3.4 Ethical and professional behavior

The Ethical and Professional Behavior criterion assesses a student's adherence to ethical standards and professional conduct in their academic work This includes demonstrating honesty, integrity, and respect for others, as well as following ethical guidelines and codes of conduct

To demonstrate ethical behavior, students must be truthful and transparent

in all aspects of their academic work This means avoiding plagiarism, cheating, or other forms of academic misconduct, and ensuring that all sources used in their work are properly cited Students should also follow ethical guidelines when conducting research involving human subjects, animals, or other sensitive areas

Professional behavior involves demonstrating a high level of

professionalism and responsibility in one's academic work This includes showing up to class on time, meeting deadlines, and being engaged in class activities Students should also be able to communicate effectively with instructors and peers, seek feedback when needed, and demonstrate

an overall commitment to their academic goals

Respect for others is another important aspect of ethical and professional behavior Students should treat their peers and instructors with respect, and avoid behavior that could be considered discriminatory or harassing This includes using inclusive language, actively listening to others' perspectives, and being open to constructive criticism The Ethical and Professional Behavior criterion evaluates a student's commitment to