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Title Higher order thinking verbs in academic literacy : a study of third year students at a university of technology in Pretoria.
AuthorMohale, Ntshimane Elphas.
AbstractM.Tech. Applied Languages.
AbstractBlooms revised taxonomy of higher order thinking verbs are used when questioning university students in order to meet their required educational outcomes. These verbs provide a link between educational outcomes and students ability to demonstrate mastery of the required outcomes. However, all too frequently a gap between academic requirement and knowledge demonstrated by students is apparent, particularly where more complex (or higher order) thinking processes are involved. Teaching and learning material of third year university students were content analysed and stimuli was composed. Identified higher order thinking verbs from study guides and mid-year question papers were used in the questionnaire. Classroom observations and semi-structured interviews were used to uncover reasons that constitute difficulties experienced by students when higher order thinking verbs are used in questioning. Students demonstrated limited and superficial critical thinking skills particularly when higher order verbs were used. The intellectual performance of students revealed that they were mostly exposed to memorisation and regurgitation of information as opposed to actual application of the learned information. Higher order thinking verbs provide students with the opportunity to think independently and enhance their critical thinking skills from passive to active learning. University students should master critical thinking skills that are on their level and required of the 21st century students in order to effectively meet the pressures and demands of the workplace in the 21st century.