Research Article
Learning How to Measure STEM Student Critical Thinking Through Undergraduate Research Engagement Across a Three-Institution Consortium
Issue:
Volume 14, Issue 4, August 2026
Pages:
98-110
Received:
11 June 2026
Accepted:
3 July 2026
Published:
24 July 2026
Abstract: Undergraduate research is a high-impact practice associated with positive student outcomes, including improved retention, graduation rates, and post-graduation success. It is also linked to gains in intellectual skills, such as critical thinking; however, these gains are typically inferred from student self-reports and faculty observations rather than direct measurement. A key challenge is the lack of robust methods to directly assess critical thinking development through undergraduate research experiences in Science, Technology, Engineering, and Math (STEM). To address this gap, the Learning Environment and Academic Research Network® (LEARN) Consortium was established across three institutions. The consortium implemented a year-long, faculty-mentored research experience through two parallel programs: one for underrepresented first-time-in-college (FTIC) students and another on Associate of Arts (AA) or Associate of Science (AS) transfer students. To directly measure changes in critical thinking the consortium employed a pre-post assessment design using two instruments: 1. the Critical Thinking Assessment Tool (CAT©) and 2. STEM writing assignments evaluated with a specifically designed critical thinking rubric. Results from the CAT© indicated gains in critical thinking for both FTIC and transfer cohorts, with statistically significant gains for the FTIC students at two institutions in two of the three years. Similarly, rubric-based evaluations of STEM writing, showed gains for both cohorts, though these were not statistically significant. This article examines the challenges of directly assessing critical thinking, including issues of rubric development, and shares lessons learned from implementing and evaluating this transferable undergraduate research model across three different institutions.
Abstract: Undergraduate research is a high-impact practice associated with positive student outcomes, including improved retention, graduation rates, and post-graduation success. It is also linked to gains in intellectual skills, such as critical thinking; however, these gains are typically inferred from student self-reports and faculty observations rather t...
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Research Article
Pupils' Academic Performance in the West African Senior School Certificate Examination and Its Relationship With School Leadership in Kono District, Sierra Leone
Issue:
Volume 14, Issue 4, August 2026
Pages:
111-123
Received:
27 July 2026
Accepted:
5 August 2026
Published:
22 August 2026
DOI:
10.11648/j.sjedu.20261404.12
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Abstract: This study examined the relationship between school leadership and pupils' academic performance in the West African Senior School Certificate Examination (WASSCE) in Kono District, Sierra Leone. A mixed-methods cross-sectional design was adopted, integrating quantitative and qualitative approaches. Quantitative data were collected using structured questionnaires administered to 17 principals and 151 teachers, while qualitative data were obtained through semi-structured interviews with 17 Chairpersons of the Councils of Teachers' Associations (CTAs). Descriptive statistics (frequencies, percentages, means, and standard deviations) summarized respondents' perceptions. Spearman's rank-order correlation, examined relationships among leadership variables and academic performance, while binary logistic regression, identified predictors of high academic performance. Qualitative data were analyzed using thematic analysis. The findings showed that principals generally perceived WASSCE performance as poor (overall performance: M = 2.47 ± 1.33), whereas teachers rated performance as moderate, with the highest rating for WASSCE pass rates (M = 3.52 ± 1.08). Teachers were identified as the major contributors to high academic performance (53.6%), while inadequate parental involvement was considered the leading contributor to poor performance. Leadership motivation of teachers and principals' support for WASSCE preparation received the highest ratings (M = 4.10). Spearman correlation analysis revealed weak, non-significant relationships between academic performance and leadership variables, with transformational leadership showing the strongest positive association (ρ = 0.13). Logistic regression further indicated that leadership effectiveness (OR = 0.89; p = 0.781), teaching quality (OR = 1.13; p = 0.463), and democratic leadership (OR = 0.84; p = 0.215) did not significantly predict high academic performance. The study concludes that while effective school leadership enhances teacher motivation, instructional supervision, and examination preparation, WASSCE performance is influenced by multiple contextual factors beyond leadership alone. It recommends strengthening instructional leadership capacity, increasing parental engagement, improving teaching and learning resources, expanding boarding facilities where feasible, and implementing comprehensive interventions that address both school- and community-level factors to improve academic performance in Kono District and similar educational settings.
Abstract: This study examined the relationship between school leadership and pupils' academic performance in the West African Senior School Certificate Examination (WASSCE) in Kono District, Sierra Leone. A mixed-methods cross-sectional design was adopted, integrating quantitative and qualitative approaches. Quantitative data were collected using structured ...
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,
Daniel Eduardo Meeroff
