The Reality of Utilizing Virtual Classrooms in Developing Higher-Order Thinking Skills among Female Secondary School Students from the Perspective of Female Teachers
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- virtual classrooms, critical thinking, effective communication, problem solving
Abstract
This study aimed to explore the role of virtual classrooms in developing higher-order thinking skills among secondary school female students from the perspective of teachers in Tabuk city. The study adopted a descriptive research methodology, utilizing a questionnaire as the primary data collection tool. The questionnaire consisted of three main dimensions: the role of virtual classrooms in developing critical thinking skills, the role of virtual classrooms in enhancing effective communication skills, and the role of virtual classrooms in improving problem-solving skills. The validity and reliability of the questionnaire were confirmed.The study sample comprised 283 randomly selected respondents. Key findings revealed that virtual classrooms played a significant role in developing critical thinking skills, with a high mean score of 3.41 (out of 5) and a standard deviation of 0.505. Similarly, virtual classrooms were found to enhance effective communication skills, with a high mean score of 3.44 (out of 5) and a standard deviation of 0.502. However, their role in improving problem-solving skills was moderate, with a mean score of 3.11 (out of 5) and a standard deviation of 0.88.Additionally, the study found no statistically significant differences (at α ≤ 0.05) in participants’ responses based on variables such as specialization, academic qualification, or teaching experience. The results indicated that these variables did not influence teachers’ perceptions of virtual classrooms’ role in fostering higher-order thinking skills among secondary school students.Based on the findings, the study recommended designing training programs that focus on evaluating arguments, evidence, and conclusions using virtual classrooms, incorporating real-world examples to stimulate critical thinking in secondary education. It also suggested integrating guided activities and questions into virtual classrooms to help students develop cognitive flexibility and effectively analyze various issues.
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