Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the different readings which will be deemed

important and related to the present study.

Related Literature

These serve as links between the readers and the studies already done,

talk about aspects that have been already established or concluded by other

authors and also give chances to appreciate the evidence that have already been

collected by previous researches, and project the current research work in the

proper perspective.

The following are the select related literature

Interactions Between Affect And Cognition When Thinking Creatively

(De Dreu, 2015) and colleagues suggest a dual road to creativity model

based on their past studies on affect and creativity (DPCM; Baas, Roskes, Sligte,

Nijstad, & De Dreu, 2015; De Dreu, Baas, & Nijstad, 2015; Nijstad, De Dreu,

Rietzschel, & Baas, 2015). This shows that flexibility (i.e., broad exploration of

many ideas) and persistence (i.e., in-depth exploration of a few ideas) are two

distinct modes of cognitive processing that are both driven by affect and can lead

to original, fluent, and insightful creative ideation. According to the DPCM, high-
activation positive affect (joy) boosts creativity by increasing cognitive flexibility,

whereas high-activation negative affect (anger, stress) boosts creativity by

increasing cognitive persistence. Using this model as a guide,

Positively valence nature encounters may boost creativity that requires

cognitive flexibility, according to our findings. A large body of evidence

demonstrates that everyday cognitive processing systems, such as working

memory and executive control of both internally and externally directed attention,

are crucial parts of the creative thinking process, in addition to the DPCM (Beaty,

Seli, & Schacter, 2019; Sio & Ormerod, 2015; Sowden, Pringle, & Gabora, 2015).

Given that ART research has shown that nature has a positive effect on such

cognitive processes (Berman, Jonides, & Kaplan, Ohly, 2016; Steve 2018), one

may predict that nature experience is linked to creativity.

(Leong, Fischer, and McClure 2015) found that being connected to nature

was linked to both innovation and holistic cognitive styles in their study of the

relationship between nature and innovation, implying links between nature,

creative thinking, and global processing, which the DPCM suggests is important

for cognitive flexibility. While both nature experience and restorative experiences

in nature are linked to closeness to nature (e.g., Mayer, Frantz, Bruehlman-

Senecal, & Dolliver, 2019), they are not the same thing. As a result, research into

the connections between nature experiences and the cognitive processes

required for creativity is required.

 According to (Williams, 2018), nature encounters can help with creativity

by restoring attention through outward orientation of attention to parts of the

environment and mind wandering through interior orientation to one's thoughts.

Shifts between these two processes over time, according to this view, may serve

to both restore attention and build links between ideas. Williams et al. argue that

more research into the processes that support creativity in response to nature is

needed. We take a step toward addressing such a plea in this study by

qualitatively evaluating people's perceptions of not just whether but also why

nature is linked to creativity.

Project Based Learning in Improving Critical Thinking Skill of Children with

Special Needs

Thinking is the process of extracting information from memory, i.e. utilizing

the intellect to consider and make a decision. Almost all human acts and

interactions are based on thinking. The ability to identify issues and select the

appropriate response is known as critical thinking. According to Ennis Baron and

Sternberg, critical thinking is a rational pattern of reasoning that focuses on what

to do. The basic trait of thought, according to (Frascella, 2015), is an attitude of

curiosity and action; this demonstrates intellectual courage. As a result, critical

thinking can be defined as the ability to make decisions and take actions based

on reflective thought patterns and attention. Knowing problems, finding ways to

deal with issues, gathering information, compiling information, recognizing

possibilities, understanding language, analyzing, evaluating facts, understanding

cause and effect, drawing conclusions, testing similarities, arranging patterns

based on experience, and making judgments are all aspects of critical thinking,

according to (Glazer, 2016). Critical thinking abilities can also assist children with

exceptional needs in doing tasks such as comprehending others' viewpoints and

making decisions. The advantages of critical thinking abilities for children with

special needs include the ability to live independently in the community and not

rely on others. One strategy to help children with special needs improve their

critical thinking skills is to give them material that is appropriate for their

personalities, such as deaf children who have difficulty acquiring information

through their hearing sense necessitating a visual explanation Similarly, blind

children present more concrete content with real things and allow children the

opportunity to touch these objects Advances in Social Science, Education, and

Humanities Research, volume 296 349. Students' active participation in learning

is one of the supporting components in critical thinking. Active students will

generate fresh ideas and information, whereas passive students will remain stuck

in a fixed mindset, waiting for direction and instruction. The application of active

learning.

The term "methods" refers to a type of learning that allows pupils to

actively develop their ability to make something. The use of inadequate learning

methods such as the lecture style, as well as the lack of an active role for
students in learning, are both hindering factors in critical thinking. According to

this argument, critical thinking ability has numerous inhibiting and supporting

variables, one of which is the employment of learning methods that actively

involve children in strengthening the ability to think in children with special needs.

(Frascella, 2015).

Cognitive and Socio-Emotional Interaction in Collaborative Learning:

Exploring Fluctuations in Students’ Participation

Students' participation in social connection and exchanges that are both

cognitive (e.g., sharing knowledge, monitoring learning) and socio-emotional

(e.g., encouragement, positive appraisal) change during collaborative learning.

Only a few research have looked at how social contact involvement varies

depending on the type of interaction. The goal of this process-oriented study was

to find out how actively students participated in cognitive and socio-emotional

interactions, as well as what factors influenced engagement during transitions

between the two types of interactions. Six groups of student teachers (N24) were

video-recorded collaboratively learning, which was the focus of the qualitative

study. Socio-emotional engagement required more active participation than

cognitive interaction, according to our findings. Shifts between domain-focused

and metacognitive activities characterized changes in participation during

transitions between forms of interaction. (Järvelä, 2017) Implications for fostering

and studying productive social interaction in collaborative learning are explored.

The nature and scope of the Communication Skills course

The nature of the Communication Skills course appears quite unique from other

subjects. Communication Skills is the foundation of language learning from which

effective speaking, writing and reading emerge and it is the bedrock of human

language learning (Tortor, 2006). One distinctive aspect of communication skills

is that it is integrated in nature. This is so because Communication Skills as a

course is one of the prime factors of human expression. It is a practical course

and students are expected to practice the skills of communication. The concept

of Communication Skills is technical and students need certain attitudes to grasp

these concepts (Tortor, 2006). Communication Skills as a course exposes

students to conceptual skills like sentence pattern, concord, ambiguity and many

others. These skills demand more than just attending lectures and being a

passive member of the class. The culture of reading which students need so

much for the communication skills course has totally waned and the situation is

so alarming. Ninety percent (90%) of students would rather choose to watch

movies rather than read the books related to their respective courses. This

shows how reading as an attitude has suffered over the Journal of Education and

Practice. There is therefore difficulty or failure for such a student who is only

addicted to watching movies instead of reading, the reason being that there is no
proper use of concord or sentence analysis in most movies. This is largely

because movie language is full of slang, jargons and informal constructions. This

re-enforces the fact that to such “students of movies”, the study of

communication skills becomes complex and they just go through the routine of

studies instead of extracting the benefit of the course. Due to the lapses in

student’s performance and competence in the use and knowledge of English

language, some writers in communication skills like Acquah and Nyan Tuameh

(2006) have even advocated that the Communication Skills should be made a

two year course as a means of promoting thoughtful and positive attitude for

effective communication. The Communication Skills course includes a range of

skills. It includes both oral and written skills. The written skills are note taking,

outlining, subject-verb agreement (concord), spelling, effective

Factors affecting students’ performance in the Communication Skills

course

In seeking to find out about the factors affecting students’ performances in the

Communication Skills course, the following factors were revealed by the literature

reviewed for this study. paragraph and essay writing and so on. The oral skills on

the other hand include listening skills, reading skills-skimming, scanning and

close reading though these are not the only topics in the Communication Skills

course. Gogovi, Gborsong, Yankah and Essel (2006) agree that the study of
communication skills would not only be useful to students by enhancing their

academic performance but would be of immense help in the job market.

21st Century Skill 'Problem Solving': Defining the Concept

Students cannot succeed in the world solely on the basis of their

knowledge. To survive in the modern world, students must develop 21st century

skills such as problem-solving, creativity, innovation, meta-cognition, and

communication. Problem-solving skill is one of the core human cognitive

processes. The issue arises whenever students are faced with a situation in

which they are unsure on how to perform an assignment. Problem-solving is a

method that entails methodical observation and critical thought in order to arrive

at an appropriate solution or path to the desired outcome. The problem-solving

framework was made up of two primary skills: observation and critical thinking.

The term "observation skill" refers to the ability to collect data, comprehend it,

and interpret it utilizing all of one's senses. To address any problem, critical

thinking requires the ability to accomplish the following: conceptualizing, logical

reasoning, applying strategy, analytical thinking, decision making, and

synthesizing. (Azlami, 2017).

Insights Learned from the Related Literature

Distance learning has finally reached the tipping point. No one can neglect

face-to-face learning. Distance learning has enough participation to level the full
attention of the education. It’s been dependent on learner autonomy. The Pupils

are using the internet to browse their answers and some of them are in favor of

traditional learning. Pupils interact differently in a distance learning than they do

in the classroom. Learning assessment is different for distance learning. In the

traditional classroom, most students, and typically some of the smartest students,

stay quiet. Besides sharing a room and organizing yourselves to navigate the

doorway at the end of class, little interaction with peers occurs in a classroom.

Sure, some teachers try to fix that by requiring a group project or two in a

semester, but it serves only to force students into a handful of exchanges with a

limited number of classmates. We look up to understand pupil’s experiences with

and perspectives on those methods of remote instruction in order to inform

pedagogical decisions during the current pandemic and in future development of

online courses and traditional learning experiences. In distance learning the

students work independently offline with their textbooks or modules and other

educational materials. This work requires the oversight of a dedicated Learning

Coach, especially when students are in the early elementary years. Students

used to a traditional school setting may have to adjust to not having a teacher

standing in front of them for immediate feedback. On the other hand, teacher

management of distractions occurring in traditional classrooms is removed, so

that the online teacher can address each student’s need on a dedicated basis. In

short, it is far less than in a traditional school setting. The flexibility of your

student’s class schedule is dependent in large part on your student’s grade level,
and on how much additional support from teachers that your student needs to be

learning at grade level. For K–8 students who are successful with grade level

work can choose what time of the day they would like to complete lessons. Due

dates for lessons are somewhat flexible, as long as students are staying on track

for course completion. For students needing additional teacher support, there will

be scheduled live Class Connect sessions throughout the week that students

must attend. The high school program is a combination of self-paced work and

scheduled lessons, activities, and exams. Students must attend Class Connects

and do school work daily to stay on track, but the daily schedule can be flexible,

allowing for lessons at different parts of the day and schooling can take place at

home, in a library or on vacation as long as there is internet connection.

Related Studies

The different authors and writers had continued enough and valid proofs to

give real results of this research. These serve as links between the readers and

the studies already done, talk about aspects that have been already established

or concluded by authors and also give chances to appreciate the evidence that

have already been collected by previous researchers, and project the current

research work in the proper perspective.

The Effectiveness of Online Learning: The Implementation of Hand Hygiene

as a COVID-19 Prevention of the Cognitive and Affective Capabilities of

Nursing Students

The nursing student's ability to use hand hygiene in COVID-19 prevention

is critical. If face-to-face learning is not possible, online learning is a viable

alternative. The goal of this study is to see how effective online learning on hand

cleanliness as a COVID-19 preventive can be in improving nursing students'

cognitive and affective abilities. This is a pre-Experimental design with 37

students in one group pre-posttest. In April 2020, the study was done using

World Health Organization (WHO) recommendations to provide health education

in the form of handouts, modules, and video hand hygiene. The intervention

lasted three days and was conducted using Google Classroom. A questionnaire

was used to assess respondents' cognitive and affective capacities before and

after the intervention. The Wilcoxon Signed Rank Test was employed as the

statistical analysis for cognitive and affective abilities. The study's findings

revealed that no major alterations had occurred. For pre and after hand hygiene

online learning utilizing Google Classroom, the study observed no significant

changes in respondents' cognitive capacity with P-Value 1.000 (P> 0.05) and

affective ability with P-Value 0.165 (P> 0.05). More research is needed to see if

additional strategies and new learning media can help kids improve their hand

hygiene skills. (Januari- Juni, 2020)

Educating for Creativity & Innovation

We need to be able to think creatively, manage change, and solve

complicated, open-ended challenges now more than ever before. Education

today is structured and practiced differently than it was in past generations, not

only because of the impact of technology and the Internet, but also because

everyone studies, works, and plays in a global community that most earlier

generations were unaware of. Despite the fact that organizations around the

world acknowledge that their current and future success is dependent on a

workforce capable of effective thinking, problem solving, and creativity,

educational practice continues to lag behind our knowledge in these areas.

Educating for Creativity and Innovation is a valuable resource for bridging the

gap between research and practice in the areas of creativity and innovation, as

well as promoting understanding and successful practice. In a nutshell, this is a

book that has to be read right now! (Cropley, 2020)

The Inspirational Power of Arts on Creativity

We believe that being open to aesthetics and the experience of art boosts

people's creativity by instilling in them a sense of inspiration. Although prior

research has suggested that aesthetic encounters boost creativity, there is a

paucity of empirical evidence describing the psychological process that

underpins this impact or demonstrating whether it can be applied to domains

other than the arts. In four studies, we looked at the relationships between art
appreciation, inspiration, and creativity to shed light on the process mechanism

and test the effect's domain-generality. Participants who had an open mind

towards aesthetic experiences were more likely to be inspired, and so better

equipped to come up with creative solutions (Study 1). Appreciating works of art

sparked inspiration, which led to increased creativity (Study 2). Finally, the value

of art appreciation was demonstrated in the workplace, where it improved

performance in product design, brand name, and problem solving (Studies 3a

and 3b). (Youn, 2020).

The Impact of the Media Tracker on Student Critical Thinking Skills

The purpose of this study is to see how the media tracker affects students'

critical thinking skills in the notion of free fall motion, as well as their reactions to

the media tracker. The pre-experimental design approach with one group pretest-

posttest design was utilized in this study, which is a research methodology that

delivers treatment to the experimental group without comparing it to the control

group. A quantitative technique was applied in this case. The study's population

consisted of all students in grade ten at Senior High School 3 Banda Aceh, with a

sample of 30 students chosen at random. In the sample class, the treatment is

learned with a media tracker. Essay tests and student response surveys

produced by researchers are used to collect data.

The results of data analysis using descriptive statistics show that tracker

learning media has an influence on critical thinking skills improvement, with an N-

gain value of 0.68 in the medium category. Aside from that, pupils seem to like

learning with a media tracker. Teachers should be able and willing to use the

media tracker on temperature and heat learning, as well as other physics topics,

based on the findings of this study. (Kaufman 2019).

The Impact of Collaborative Learning on Learners' Critical Thinking Skills

A number of researchers have looked into the impact of collaborative

learning (CL) on critical thinking skills in a variety of subjects. However, only a

small percentage of them are in the field of Islamic education. As a result, the

current research looked into the impact of CL on learners' critical thinking skills in

dealing with Islamic radicalism, as well as critical thinking retention. Following

that, this study looked into the viewpoints of students on CL. The researchers

used a mixed-methods strategy. A total of 40 students, 18 males and 22 females,

from an Islamic education department at a university in Bengkulu, Indonesia,

were used as experimentation samples, with 9 of them being purposefully

chosen to be participants in a qualitative study. The qualitative data was

analyzed using an interactive model of analysis, while the quantitative data was

evaluated using a paired sample t-test and an independent sample t-test. CL had

a favorable and considerable influence on learners' critical thinking skills,

according to the data. CL also assisted them in maintaining their critical thinking

abilities. As a result, the students said CL helped them with emotional

awareness, learning motivation, cognitive development, and broad-mindedness.

Based on the existing findings, additional research can be conducted to establish

a theoretical CL model that includes critical thinking, learning motivation,

cognitive growth, and social competence.

The Influence of 4C (Constructive, Critical, Creativity, Collaborative)

Learning Model on Students' Learning Outcomes

His research aimed to look into: 1) the impact of the 4C learning model on

students' learning outcomes in the philosophy of science course, 2) the impact of

academic capability on students' learning outcomes in the philosophy of science

course, and 3) the impact of the interaction between the 4C learning model and

academic capability on students' learning outcomes in the philosophy of science

course, in cognitive, psychomotor, and affective domains at UIN Semarang,

(2015). This was a quasi-experimental study with a two-by-three factorial design.

The research was conducted on first-year students in the Islamic Communication

Department at UIN Semarang, (2016) during the academic year 2019/2020.

Multiple choice questions, essay tests, observations, and documentation were

used to collect data. The hypothesis was tested using a two-way ANOVA test

with a 5% significance level. Its findings on the impact of the 4C model on

students' learning outcomes revealed significant values in the cognitive,

psychomotor, and affective domains. The cognitive domain had a score of 0.314,

the psychomotor domain had a value of 0.032, and the affective domain had a
value of 0.038. The significance values in the cognitive, psychomotor, and

affective domains were found in the results of hypothesis testing using a two-way

ANOVA test connected to the influence of academic capability on students'

learning outcomes. It was suggested that the 4C learning paradigm be

implemented in order to influence the students' learning outcomes. (Ahmad,

2021)

Problem-Solving

He was back in the conference room early the next morning, staring at the

whiteboard. It was clear that the functional grouping was not going to succeed.

He'd spent the night thinking about how drones affected the use cases, and it

wasn't as straightforward as they had anticipated. The new major use case for a

drone would be remote operation rather than field operation, completely altering

the focus. They'd have to re-adjust the tale and focus on what was initially

assumed to be Planning first. An analytical or procedural approach to problem

resolution is often taught in schools. This strategy is nearly entirely based on left-

brain thinking modes, is competitive, and is based on individual effort. Creative

problem solving, on the other hand, is a framework that supports whole-brain,

iterative thinking in the most efficient order; it is cooperative in nature and most

effective when done as a team effort turned out to be. (Agile, 2017).

Insights Learned from the Related Studies

 This study will benefit Elementary Teachers by allowing them to

understand what is reliable when it comes to student performance. When it

comes to learning characteristics, we as researchers must address online

learning effectively. This study also informs parents that online teaching is a

viable option for effectively instructing pupils. This epidemic has resulted in

significant changes in learning, particularly because we are now experiencing

online learning. It's difficult to be a teacher because they're going to modify

essentially face-to-face learning.

As an elementary school teacher, it is especially difficult because most students

can't directly comprehend what the debate is about. However, we have no choice

but to accept and continue to participate in class using technology. Learning

Capability is a notion that includes management techniques, procedures, and

management structures that can be used to encourage learning in an

organization. The main goal of this review was to support current policy

initiatives, specifically the development of individualized learning by identifying

teaching and learning strategies that actively engage and challenge learners,

develop their ability to focus on their learning skills, and empower them to take

responsibility for their own progress. A second goal was to find empirical

evidence that would assist teachers understand not only what works in terms of

specific teaching approaches in specific settings, but also why different

approaches work.