SINGLE DISCIPLINARY PROJECT

APPLICATION FORMFUNDAMENTAL RESEARCH GRANT SCHEME (FRGS)Skim Geran Penyelidikan Fundamental(Pindaan 1/2012)

JABATAN PENDIDIKAN TINGGIKEMENTERIAN PENDIDIKAN TINGGI

A. Application Details

Application ID 116598-135800

Reference Code FRGS/1/2015/SSI09/UIAM/01/1

A(i). Selected Grant FRGS 2015-1

A(ii). Title Of ProposedResearch Project

A New Framework for Developing Critical Thinking through Critical Reading in the SecondarySchool Literature Classroom

A(iii). Keyword critical thinking, critical reading

B. Details of Project Leader

B(i). Name Ratnawati Mohd Asraf

B(ii). Nationality Malaysia

B(iii). IC/Passport No. 570226715178

B(iv). Position Professor

B(v). University Universiti Islam Antarabangsa Malaysia (UIAM)

B(vi). Faculty/Centre Institute of Education

B(vii). Unit

B(viii). Office Phone No. 61965001

B(ix). Handphone No. 0122169693

B(x). E-mail Address ratnawati@iium.edu.my

B(xi). Date of first appointment with this University (tarikh lantikan) 01/01/90

B(xii). Type of Service (Permanent/Contract) Permanent

C. Research Information

C(i). Research Cluster

Research Cluster Sub Research Cluster

Arts and Applied Arts Education

C(ii). Research Priority Area

Priority Area:

C(iii). Location of Research

Location

Selected rural and urban schools in the state of Selangor

C(iv). Duration of this research

From November/2015

To November/2017

Duration 2 years

C(v). Other Researchers

ResearcherId

Name IC / PassportNumber:

Faculty/ School/ Centre/ Unit Position

12829 AINON JARIAH BINTIMUHAMAD 581024086194 Universiti Islam Antarabangsa

MalaysiaAssociate Professor (AssociateProfessor)

58178 Nadya Supian 750421105162 Universiti Tunku Abdul Rahman Senior Lecturer (AssistantProfessor)

C(vi). Research projects that have been completed or ongoing by project leader for the last three years

Title GrantName

Role Status Duration Start Date End Date

FRGS13-008-0249, Narrowing the Gender Gap: Investing theFactors that Influence Malaysian Boys' Literacy Developmentand Profiling their Literacy Needs

FRGS ProjectLeader

InProgress

2 years6months

01/05/2013 30/10/2015

Malaysian science, technology and innovation (STI) indicators2013

MOSTI**TOPDOWN

ProjectLeader Complete 5

months 11/09/2013 29/01/2014

Malaysian science and technology indicators 2010MOSTI**TOPDOWN

ProjectLeader Complete 7

months 07/09/2012 26/03/2013

National Survey of Research and Development (R&D) 2012MOSTI**TOPDOWN

ProjectLeader Complete 1 year 6

months 30/09/2011 26/03/2013

C(vii). Academic publications that has been published by the project leader for the last five (5) years

Title Name of Journal Year

Freedom Without Restraint and Responsibility: The Problem of Hate Speech in Malaysia Malayan Law Journal 2015

The effectiveness of a supplementary reading programme for children in Malaysia’sremote schools. World Applied Sciences Journal 2013

Technology and the deterioration of right to privacy. International Journal of Asia-Pacific Studies , 2011

Islamic Higher Education: Ensuring and Maintaining Quality Issues in Education 2011

Students' attitudes towards reading and parental involvement in their children's reading: acase study of three schools Issues in TESL 2011

A national survey on the effective use of the CDRI and educational TV programme inMalaysian schools

Malaysian Journal of EducationalTechnology 2011

Students' attitudes towards reading and parental involvement in their children's reading: acase study of three schools. Issues in TESL 2011

Responding to student's writing: a critique of peer review Issues in TESL 2011

Standards in education: the meaning of grades Issues in Education 2011

C(viii). Executive Summary of Research Proposal

(Please include the problem statement, objectives, research methodology, expected output/outcomes/implication, and significance ofoutput from the research project)

The emphasis on a knowledge-based and innovation-driven economy has forced nations worldwide, including Malaysia, to reviewtheir education systems in order that we may maintain a competitive edge. Among the findings is that our graduates are not able tothink critically. This point has been raised by employers, and also apparent in International assessment programmes such as PISA,

think critically. This point has been raised by employers, and also apparent in International assessment programmes such as PISA,where, in 2012, Malaysia ranked 39th out of 65 countries, obtaining a score of 398 on reading, below the OECD average of 496. Inaddition, Malaysia also did not do well in problem solving, where we obtained a score of 422, significantly lower than the OECDaverage of 500. This is a cause for concern, because the ability to think critically is essential to sound decision making, innovativethinking, and to producing university graduates and members of society who will be able to contribute effectively to the developmentof the country. Indeed, the need to teach our students critical thinking is strongly emphasised in the Malaysia Education Blueprint2013-2025 and Malaysia Education Blueprint 2015-2025.

Using a mixed-methods approach, this research is aimed at investigating the factors that affect our students’ ability to think critically,and proposing a framework for the teaching of critical thinking THROUGH CRITICAL READING in the English literature classroom,as there is a dearth of research in this area in the Malaysian context. This study is aimed at addressing this gap, as evidence alsoindicates that despite the training provided to teachers on Higher Order Thinking Skills (HOTS), teachers are still unsure of how to doso in their subject matter classrooms. It is expected that the results of this research will lead to a framework to help Malaysianteachers develop critical reading ability among their students, and for Malaysian students to be able to think and read critically.

C(ix). Detail Planning

(a) Research background

1. Problem Statement

The emphasis on a knowledge-based and innovation-driven economy has forced nations worldwide, including Malaysia, to review oureducation systems in order that we may maintain a competitive edge. Among the findings is that our graduates are not able to thinkanalytically and critically. This point has been raised by employers, and is also apparent in International assessment programmessuch as PISA, where, in 2012, Malaysia ranked 39th out of 65 countries, obtaining a score of 398 on reading, below the OECDaverage of 496. In addition, Malaysia also did not do well in problem solving, where we obtained a score of 422, significantly lowerthan the OECD average of 500. This is a cause for concern, because the ability to think and read critically is essential to effectivelearning, sound decision making, creative or innovative thinking, and to producing university graduates and members of society whowill be able to contribute effectively to the development of the country.

Hence, it is important to investigate the factors that influence our students’ ability to think and read critically and to propose aframework to help teachers teach their students to do so. If this issue is not addressed, Malaysia will not be able to producegraduates capable of the kind of thinking needed to solve problems and to propose innovative solutions to problems, puttingourselves at a disadvantage, as we would always have to rely on the solutions proposed by other nations. Indeed, the need to teachour students these higher order thinking skills is strongly emphasised in the Malaysia Education Blueprint 2013-2025 and MalaysiaEducation Blueprint 2015-2025 (Higher Education).

This research is aimed at proposing a framework for the teaching of critical thinking through critical reading, focusing on specificstrategies that can be used in the literature classroom, as evidence indicates that despite the training provided to teachers onKemahiran Berfikir Aras Tinggi (KBAT)—or HIGHER ORDER THINKING SKILLS (HOTS)—teachers are still unsure of how to goabout doing so in their specific subject matter classrooms--as the elements focused on in KBAT are general in nature. Given the factthat the literature classroom provides abundant opportunities to foster critical thinking ability through critical reading, it is importantthat this issue is investigated and a framework and specific strategies proposed, as this is also an area which, in the Malaysiancontext, is relatively under-explored. It is expected that the results of this research would help Malaysian teachers effectively fostercritical thinking ability among their students through critical reading in the Literature classroom.

2. Hypothesis

3. Research Questions

1. To what extent are students able to respond critically to their texts in Literature class? 2. What are the strategies that critical readers use when responding to Literature texts?3. To what extent do English teachers feel that they have the knowledge and capabilities to teach critical reading in the Literatureclassroom? 4. To what extent are the teachers able to foster critical reading ability among the students in the Literature class? 5. What are the challenges faced by teachers in teaching critical reading? 6. What are the challenges faced by students in learning to read critically?

4. Literature Reviews

CRITICAL THINKING, CRITICAL READING, AND HIGHER ORDER THINKING SKILLS

Many definitions of critical thinking abound, but these definitions share a common thrust. Among the most salient of these is that,“Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of hisor her thinking by skillfully analyzing, assessing, and reconstructing it” (National Council for Excellence in Critical Thinking, 1987).Definitions of critical thinking are largely based on one of the most influential of the critical thinking models—Bloom’s Taxonomy ofHigher Thinking (1956)—which posits critical thinking as those higher order mental processes—or higher order thinking—involving theapplication, analysis, synthesis, and evaluation of material.

Critical reading is closely related to critical thinking, as it is, in fact, critical reasoning (Rosenberg and Dean Wolfe, 2000); or, asHladczuk (1992) puts it, the application of critical thinking abilities to the printed medium. Critical reading, therefore, is another formof critical thinking; as it is a move to comprehend printed materials beyond simple understanding of messages in print. Criticalreading also calls for higher-order thinking skills, which includes, among others, the abilities of analyzing, interpreting, inferring, andevaluating. The important relationship between critical reading and critical thinking has also been well established in more recentstudies done by Hohmann and Grillo (2014), Zhou et al (2014), Mohammadi et al (2012) and Leist et al (2012).

THE NEED TO TEACH CRITICAL THINKING SKILLS

The current situation in Malaysia, as reflected in the results of PISA 2009 (OECD 2010) and PISA 2012 (OECD 2013), indicates adire lack of students’ critical thinking skills, which includes abilities such as identifying issues, explanation or prediction ofphenomena, using scientific evidence to make and articulate decisions, analyzing, synthesizing and problem-solving. However, whyexactly is critical thinking considered such a vital element of a high-performing education system? And what exactly is criticalthinking and how does it impact the future manpower of a nation?

Critical thinking can be said to consist of the following dispositions: (a) interpretation, (b) analysis, (c) evaluation, (d) inference, (e)explanation, and (f) self-regulation (Facione, 1990; in Liu, Frankel & Roohr, 2014). In other words, the individual is expected toengage in an internal dialogue to ascertain the veracity of evidence presented; as well as be able to critically assess and analyzearguments and opinions and seek a balance in understanding. However, critical thinking can also be taken to the next level, wherebythe thinking process leads not just to an understanding but to achieve a goal, or to complete a task. Halpern views critical thinking as“the use of those cognitive skills or strategies that increase the probability of a desirable outcome, the kind of thinking involved insolving problems, formulating inferences, calculating likelihoods, and making decisions, when the thinker is using skills that arethoughtful and effective for the particular context and type of thinking task” (2003, p. 6).

WHY TEACH CRITICAL THINKING THROUGH A CRITICAL READING OF LITERATURE?

The need to teach critical thinking is important in Malaysian schools, where it is reported that there is very little room forintrospection and self-discovery. A study by Choy and Cheah (2009) revealed that “teachers did not seem to understand therequirement needed to cultivate critical thinking among students. Although teachers perceive that they are encouraging criticalthinking in the classroom, they are merely focusing on the comprehension of the subject matter" (p. 29; in Othman, & Mohamad,2014). Moreover, it was reported by Aznizah (2004), Mahyudin et al. (2004), Rosnani (2004) and Choy and Cheah (2009), that “thebuilding of thinking skills among Malaysian students can be jeopardized due to the fact that the teachers are not highly skilled intransforming the skills from the classroom teaching (process) to the students (application)”, (in Othman et al, 2014). It would appearthat although the students may be eager to learn, think, and read critically, unfortunately the teachers themselves seem ill-equippedfor the task (Choy and Cheah, 2009; Othman et al,2014; Rajendran, 2001). This has resulted in students’ being unable to think forthemselves because they were never taught how to do so. This need for teachers to be well trained has been further highlighted inZhou et al (2014), where teachers’ guidance and ability to teach critical thinking in class was found to be a major factor influencingthe students’ critical thinking ability.

Hence, the need to teach critical thinking has been strongly emphasized in the Malaysian education system through the teaching ofKemahiran Berfikir Aras Tinggi (KBAT) or Higher Order Thinking Skills (HOTS), which has included the training of teachers as wellthe the dissemination of books on the teaching as well as assessment of KBAT (Ministry of Education, 2013)--as the lack of higherorder thinking ability among our students can result in an under performing workforce, which can potentially jeopardise a country’ssocio-economic future in the long run. In view of this, several endeavors have been undertaken to address this issue, such as theMalaysian Smart School Project (introduced in 1997), the current Implementation Plan for Development of Innovative Human Capitalat Tertiary Level (“the IHCD Plan”) by the Ministry of Higher Education (MoHE) launched in 2010, and the I-Think programme(launched by the Ministry of Education in 2012 on 10 pilot schools and expanded up to a total of 8994 schools as at 2014), aimed atdeveloping higher order thinking skills, leading to creative and innovative thinking among Malaysian school children (KementrianPendidikan Malaysia, 2013). However, despite these initiatives, a more concerted effort needs to be taken to address the issue of amismatch between the need to teach critical thinking and the lack of training for teachers who will be undertaking this task (Choy andCheah, 2009; Othman et al,2014; Rajendran, 2001).

This research is put forward to propose the teaching of critical thinking through critical reading in the literature classroom, and todevelop a framework for doing so. As has been previously discussed, critical reading is, in fact, critical thinking about what ispresented in text. In this context, the literature classroom can play a very important role in the fostering of critical thinking abilityamong our students, as it has an important effect on the development of critical thinking. Firstly, the mental process of readingliterature itself requires critical thinking skills. The reader has to "recognize patterns within text, fit details into these patterns, thenrelate them to other texts and remembered experiences"(Critical Thinking and Literature-based Reading, 1997). In addition, whenreading literature, the reader needs to: differentiate facts from opinions; understand the literal or implied meanings in the text; providethe details related to the issues discussed; determine the connections between the events in the text; deduce an inferentialrelationship from the details in the text; be perceptive of multiple points of views; make judgments based on the evidence provided inthe text; and apply what they have learned from this thinking process to the real world (Chi-An Tung and Shu-Ying Chang, 2009).Hence, the reading of literature involves the higher order processes of critical thinking such as application, analysis, synthesis,explanation, argumentation, interpretation, problem-solving, inference, and logical reasoning (Bloom,1956; Facione, 1990,2007;Rosenberg and Dean Wolfe, 2000). This is why, as argued by Lazere, "literature...is the single academic discipline that cancome closest to encompassing the full range of mental traits currently considered to comprise critical thinking" (1987, as cited in Chi-An Tung and Shu-Ying Chang, 2009, p. 291). Given the tremendous potential of Literature as a subject to foster critical thinking andcritical reading ability among our schoolchildren, it is important that this study be carried out, and a framework on the teaching ofcritical thinking through critical reading be proposed.

5. Relevance to Goverment Policy, if any

1. Malaysia Education Blueprint 2013-20252. Malaysia Education Blueprint 2015-2025 (Higher Education)

(b) References

Aznizah, N. K. (2004). Kajian Tentang Kreativiti Guru Sains dan Matematik Sekolah Menengah. Tesis Ijazah Sarjana Muda Sainsserta Pendidikan (Kimia). Skudai: Universiti Teknologi Malaysia.

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds.). (1956). Taxonomy of Educational Objectives – TheClassification of Educational Goals – Handbook 1: Cognitive Domain. London, WI: Longmans, Green & Co. Ltd.

Choy, S. C., & Cheah, P. K. (2009). Teacher Perceptions of Critical Thinking Among Students and Its Influence on Higher Education.International Journal of Teaching and Learning in Higher Education, 20(2), 198-206

Chi-An Tung and Shu-Ying Chang (2009). Developing critical thinking through literature reading. Feng Chia Journal of Humanities andSocial Sciences, pp. 287-317, No. 19.

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instructions.Research findings and recommendations. Millbrae, CA: CaliforniaAcademic Press.

Facione, P. A. (2007). Critical thinking: What it is and why it counts. Milbrae, CA: The California Academic Press.

Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ:Erlbaum.

Hashim, R. (2004). Investigation on the Teaching of Critical and Creative Thinking in Malaysia. Jurnal Pendidikan Islam, 10(1).

Hohmann,J.W. & Grillo, M.C. (2014). Using Critical Thinking Rubrics to Increase Academic Performance. Journal of College Readingand Learning 2014: 45’ 35 – 51.

Kementrian Pendidikan Malaysia (2013). Pentaksiran Kemahiran Berfikir Aras Tinggi. Retrieved June 12:http://onlinelibrary.wiley.com/doi/10.1111/j.0007-1013.2004.00405.x/abstract?userIsAuthenticated=false&deniedAccessCustomisedMessage=

Leist, C.W. Woolwine, M.A. & Bays, C.L. (2012). The Effects of Using a Critical Thinking Scoring Rubric to Assess UndergraduateStudents’ Reading Skills. Journal of College Reading and Learning, Fall 2012; 43, 31 -58.

Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment. ETS Research Report Series, 2014(1), 1-23.

Mahyudin, R., Pihie, Z. A. L., Elias, H., & Konting, M. M. (2004). The Incorporation of Thinking Skills in the School Curriculum,XXII(2).

Mohammadi, E.N., Heidari, F. & Niry, N.D. (2012). The Relationship between Critical Thinking Ability and Reading Strategies Usedby Iranian EFL Learners. English Language Teaching: Vol 5 No 10, 92 -101.

Othman, N., & Mohamad, K. A. (2014). Thinking Skill Education and Transformational Progress in Malaysia. International EducationStudies, 7(4), p27.

OECD (2010). PISA 2009 Results: Executive Summary. Retrieved June 12, 2015:http://www.oecd.org/pisa/pisaproducts/46619703.pdf

OECD (2013). Pisa 2012 Results. Retrieved June 12, 2015: http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

Rajendran, N. S. (2001). Pengajaran Kemahiran Berfikir Aras Tinggi: Persediaan Guru Mengendalikan Proses PengajaranPembelajaran. Seminar/Pameran Projek KBKK: ‘Warisan-Pendidikan-Wawasan’. Kuala Lumpur: Pusat Perkembangan Kurikulum,Kementerian Pendidikan Malaysia.

Zhou Jie, Jiang Yuhong & Yao Yuan (2014). The Investigation of Critical Thinking Ability in EFL Reading Class. English LanguageTeaching Vol 8 No 1: 2015, 83 -94.

(c) Objective (s) of the Research

1) To investigate the extent to which students are able to respond critically to their texts in Literature class

2) To identify and map the strategies used by critical readers when responding to Literature texts

3) To determine the extent to which English teachers feel that they have the knowledge and capabilites to teach critical reading in theLiterature class

4) To determine the extent to which the teachers are able to foster critical reading ability among the students in the Literature class.

5) To discern the challenges faced by the techers in teaching critical reading

6) To discern the challenges faced by the students in learning to read critically

7) To propose a new framework to teach critical thinking through critical reading in the Literature classroom

(d) Methodology:

1. Description of Methodology

Part 1: Summary of Research Methodology according to Research Questions

1. To what extent are students able to respond critically to texts in the Literature class? (a. Classroom observation of students’ oral response to prepared literature texts. b. Document analysis of students’ written responseto prepared literature texts)

2. What are the strategies that critical readers use when responding to Literature texts?(Retrospective Interview Protocol)

3. To what extent do English teachers feel that they have the knowledge and capabilities to teach critical reading in the Literatureclassroom? (Focus-group Interviews and Questionnaire)

4. To what extent are the teachers able to foster critical reading ability among the students in the Literature class? (Classroom observation)

5. What are the challenges faced by teachers in teaching critical reading? (Focus-group Interviews and Questionnaire)

6. What are the challenges faced by students in learning to read critically? (Focus-group Interviews and Questionnaire)

THE USE OF THE MIXED METHOD APPROACH

Due to the nature of the research questions and the scope of the research, and to allow for triangulation, the research will utilise amixed-method approach comprising quantitative and qualitative data collection and analytic techniques, and will consist of severalcomponents:

1. A meta-analysis of research on critical thinking and critical reading2. Using selected literature texts to determine the extent to which students are able to respond critically to them3. Restrospective Interview Protocol: to determine the strategies critical readers use when responding to Literature texts4 . Classroom observations of 1) students' oral responses to Literature texts and 2) teachers' fostering of critical reading in theliterature classroom5. Document analysis; that is, analysis of the students' written responses to questions on Literature texts6 Questionnaire on 1) teachers' perceptions of their ability to teach students to read critically and 2) the challenges students face inlearning to read critically7. Focus group interviews of students and teachers

Meta-Analysis of Research on Critical Thinking and Critical Reading

A meta-analysis of research on critical thinking and critical reading will be conducted. This will cover the importance of criticalthinking and critical reading to the nation, the importance of fostering critical thinking among our students, and the factors affectingour students’ ability to think critically. This is important to provide the groundwork for the study and to enable the researchers toconstruct the instrument to determine the teachers' perceptions about their ability to teach critical thinking and critical reading. Usedin conjunction with the results of the study, the review of research is also important to enable the researchers to develop a frameworkfor the development of critical thinking and critical reading among our students.

Questionnaires

Questionnaires will be developed by the researchers to determine 1) the teachers' perceptions of their ability to teach their studentsto think and read critically and 2) the students' perceptions of the challenges they face in learning to read critically. The inclusion ofitems in the questionnaires will be based on an extensive review of the literature and the meta-analysis of research on criticalthinking and critical reading. Prior to administration, the questionnaire will undergo validation procedures and be pilot tested todetermine the length of time it would take to complete it and whether its contents are understandable to the participants.

Participants

The research will involve secondary school students from Forms 4 from the state of Selangor. Twelve secondary schools will beselected from these states using the random cluster sampling procedure (Hays, 1994; Brewer, 1988). 6 of these schools will be ruralschools, and 6 will be urban schools. In order to estimate the percentage of students in the population who agree to the items in thequestionnaire, 95% confidence intervals with an accuracy of ± 3% will be constructed. This statistical inference technique allows usto infer, from the sample, with a specified level of confidence and accuracy, and hence, within a certain margin of error, theproportion of those whom we did not survey, that is, those in the population, who feel the same way as our respondents on theissues covered in the questionnaire. This research team holds to the principle that it is good research practice to specify thesampling error, that is, the probability of error, inherent in generalizations from sample to population. To justify these values, asample size of at least 1068 will be obtained (See Brewer, 1988; Sahari and Ratnawati, 1999 for the calculation of confidenceintervals).

Focus group interviews and classroom observations

In addition to the use of the quantitative methodology, the research will utilize qualitative methods of data collection. This is toenable us to get thick, rich, data (Creswell, 2013; Patton, 2001; Marshal and Rossman, 2006); and is aimed at answering questionsrelated to “how” and “why—data that would not have been easily obtainable from the use of a survey questionnaire. The use of thequalitative methodology is also meant to triangulate the results obtained from the survey (Patton, 2001; Marshal and Rossman,2006). The focus group interviews and the classroom observations will be used to study, in-depth, the factors affecting students’ability to read critically, and the teaching practices that might affect their ability to do so.

Prepared Literature Texts to Determine Students' Critical Reading Ability

In addition to the use of interviews and observations, prepared Literature texts with accompanying questions will be used in theliterature classroom to determine whether the students will be able to read and respond to critically. To determine the extent to whichthe teachers are able to encourage critical thinking among their students, prepared literature texts without any accompanyingquestions will be used.

Document analysis

Students' written responses to selected literature texts will be analysed to determine the extent to which they help to foster orencourage critical thinking and critical reading among the students.

Retrospective Interview Protocols

Finally, retrospective interview protocols will be used to map the strategies that critical readers use when responding to the selectedliterature texts. Retrospective interview protocols are considered a justifiable means of determining the thinking strategies thatlearners use when going through a text. Concurrent verbal protocols are elicited during face-to-face interviews to investigaterespondents' cognitive processes as they respond to survey questions. The protocols are segmented and then coded usingcategories that represent comprehension, retrieval, and judgment problems. Eight critical readers will be selected to determine thestrategies they use in responding to the literature texts, and the selection will be based on the teachers' recommendation.

2. Flow Chart of Research Activities Prof RATNA'S Critical thinking and critical Reading Modified .pdf

3. Research Activities

Activity Start Date End Date

Selecting and interviewing potential GRAs 02/11/2015 15/12/2015

To conduct a review of the literature 16/12/2015 31/03/2016

To develop and pilot teachers' questionnaire 01/04/2016 01/07/2016

To analyze pilot study data and To analyse preliminary interviews of selected teachers and students 02/07/2016 01/09/2016

To collect data in the selected schools in Selangor (Phase 1 and Phase 2) 02/09/2016 31/03/2017

To analyze data and develop framework for critical thinking and critical reading 01/04/2017 30/06/2017

To write report and to write articles for publication 01/07/2017 01/11/2017

4. Milestones and Dates

Description Date Cumulative Project Completion Percentage(%)

Literature review completed 31/03/2016 10

Questionnaire developed and piloted 30/06/2016 20

Pilot study and interview data analysed 31/08/2016 40

Data in the selected schools collected 31/03/2017 50

Data analysed. Framework developed 30/06/2017 80

Report written and articles for publication completed 31/10/2017 100

Gantt Chart of Research Activities with Milestones

11 122015

1 2 3 4 5 6 7 8 9 10 11 122016

1 2 3 4 5 6 7 8 9 10 112017

Literature review completed

Questionnaire developed and

Pilot study and interviewdata

Data in the selected schools

Data analysed. Framework

Report written and articlesfor publication

Selecting and interviewing potential GRAs

To conduct a review of the literature

To develop and pilot teachers' questionnaire

To analyze pilot study data and To analyse preliminaryinterviews of selected teachers and

To collect data in the selected schools in Selangor (Phase1 and Phase

To analyze data and develop framework for critical thinkingand critical

To write report and to write articles for publication

(e) Expected Results/Benefit

1. Novel theories/New findings/Knowledge

1. A new conceptual framework on how to develop critical thinking ability through critical reading in the Literature classroom2. The factors that affect the students' ability to think critically3. The strategies that critical readers use as they read a given text

2. Research Publications

To publish in at least 4 ISI journals, which include the following:

1. Australian Association for Research in Education Journal (AARE)2. The Asia-Pacific Education Researcher (TAPER)3. Journal of Educational Psychology4. British Journal of Educational Psychology5. Educational Review

To publish in at least 2 Scopus journals:1. International Journal of Asia Pacific Studies2. International Education Studies

Total Number of Publications: 5

3. Specific or Potential Applications

1. The proposed framework is meant to be applied to the school community of teachers and students. Specifically, it is intended tohelp teachers teach their students to think and read critically.

2. The framework is also meant for policymakers in the area of secondary education.

Total Number of Applications: 2

4. Number of PhD and Masters (by research) StudentsNumber of PhD Students:

1

Number of Masters (by research) Students:

1

Remark (if any):

5. Impact on Society, Economy and Nation

It is expected that the results will:

1. help to improve students’ critical thinking ability through critical reading2. contribute towards producing graduates who are able to think and read critically

6. Intellectual Property(IP)

1) New framework on fostering critical thinking ability through critical reading2) Teachers' Questionnaire on Teaching Critical Reading3) Students' Questionnaire on their perceptions towards Critical Reading

Total Number of IP: 3

D. Access to Equipment & Material

11000 - Salary and Wages

26400 16800(51.31%)

43200

21000 - Travelling andTransportation

130000 (15.44%)

13000

7500 7500 (17.81%)15000

0 0 (0.00%) 0

205007500 (33.25%)

28000

24000 - Rental

0 0 (0.00%) 0

27000 - Research Materials andSupplies

0 0 (0.00%) 0

28000 - Maintenance and MinorRepair Services

0 0 (0.00%) 0

29000 - Professional Services

300010000

(15.44%)13000

0 0 (0.00%) 0

3000 (15.44%)

E. Budget

Budget Type Description Year1

Year2

GrandTotal

-

1 full-time Ph.D GRA:2200 x 12 = 26,400 (first year)

The same full-time Ph.D GRA:2200 x 7.5 =16,800 (second year)

26400 16800

43200

Vot-Total

Local

To collect data at the selected schools in Selangor.

Mileage: RM 15,000Accommodation: RM 5,000

Total: 15,000

13000

13000

Sub-Total

OverseasDissemination of knowledge: Presenting papers atInternational, overseas conference(Fees, flight, allowance, & accommodation)

7500 750015000

0

Sub-Total

Field work 0

Sub-Total

Vot-Total

0

Vot-Total

0

Vot-Total

0

Vot-Total

Services/Consultancy

First year:Payment for enumerators: 3,000

Second year:1. Payment for enumerators: 2,0003. Payment for Data Entry: 3,000Payment for editing report and articles: 5,000

3000 10000

13000

Sub-Total

Short term course 0

Sub-Total

Vot-Total

300010000 13000

35000 - Accessories andEquipment

0 0 (0.00%) 0

(100.00%)84200

Vot-Total

0

Vot-Total

Grand Total 49900 34300

Signature:

F. Declaration

1. All information stated here are accurate, KPT and IPT has right to reject or to cancel the offer without prior notice if there is anyinaccurate information given.2. Application of this research is presented for the Fundamental Research Grant Scheme (FRGS).

3. Application of this research is also presented for the other research grant/s (grant's name and total amount)

4. Application of this research is subject to Ethical Committee approval.

5. Project Leader have ongoing Fundamental Research Grant Scheme (FRGS) project.

Proof of completing ongoing FRGS project by at least 75%

Proof

Name: Ratnawati Mohd Asraf

Date: 01/07/2015

Appendix

Flow Chart Prof RATNA'S Critical thinking and critical Reading Modified .pdf

Ratnawati Mohd Asraf, IIUM  

APPENDIX A: Flow Chart of Research Activities

META ANALYSIS/LITERATURE REVIEW ON CRITICAL THINKING AND CRITICAL READING

(15 DEC 2015-31 MARCH 2016)

COLLECT MAIN DATA: ADMINISTRATION OF TEST OF CRITICAL READING,

CLASSROOM OBSERVATIONS, INTERVIEWS (2 SEPTEMBER 2016 -31 MARCH 2017)

TO ANALYZE FINDINGS & CONSTRUCT NEW FRAMEWORK

ON CRITICAL THINKING AND CRITICAL READING (1 APRIL-30 JUNE 2017)

WRITING AND EDITING OF FINAL REPORT

WRITING AND COMPLETING ARTICLES FOR PUBLICATON

(1 JULY- 1 NOVEMBER 2017)

DEVELOP AND PILOT INSTRUMENT (1 APRIL-1 JULY 2016)

ANALYZE PILOT DATA,

COLLECTION AND ANALYSIS OF PRELIMINARY INTERVIEWS (2 JULY-1 SEPTEMBER 2016)