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|Title:||A study of the information used in decision making by Secondary students when selecting enrichment modules.||Authors:||Koh, Wee Koon.||Keywords:||DRNTU::Library and information science::Knowledge management||Issue Date:||2010||Abstract:||The Ministry of Education, Singapore (MOE, 2005) has in recent years introduced diversity and allowed for greater flexibility in the educational system in support of the national aim to provide every child a first class education. Many schools have responded with the provision of greater customisation of programmes for students in schools and this requires students to be well equipped with the necessary decision making skills to ensure that they make an informed decision on choice of programme. In addition, to thrive in this fast paced information world, one needs to be adept at decision-making skills to handle the deluge of information so that efficient action can be taken on the new information and knowledge to create new values. This study grew out of the recognition that if we want to develop students into good decision-makers, we need better understanding about what information students need and use in making decisions. It is also essential for both students and educators to be more aware of how decision-making takes place and what influences the outcomes of such action. The study examined the information used in decision making by secondary students when selecting enrichment modules. In particular it investigated two sources of information where one source was given explicitly and the other source was more implicit in nature. The outcomes of this study yielded insights which may be of interest to both educators and researchers. The statistical tests on relationships of variables revealed results which show consistently that the students’ past academic experience in Science has an impact on their selection of Science enrichment modules as their choices. It was also observed that the students who are generally less academically inclined have a stronger tendency to select Aesthetic enrichment modules compared to their more academically inclined peers. Students in the study generally find the information provided for each of the enrichment modules useful in helping them make decision on their choices. As this study is conducted in an all girls’ school, the interpretation of results and findings has to be treated cautiously. This study only examined two sources of information and one should be mindful that additional sources of information may result in a very different knowledge dynamic that may influence decision making differently and hence the outcomes could be quite different.||URI:||http://hdl.handle.net/10356/42785||Rights:||Nanyang Technological University||Fulltext Permission:||restricted||Fulltext Availability:||With Fulltext|
|Appears in Collections:||WKWSCI Theses|
Updated on Oct 18, 2021
Updated on Oct 18, 2021
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