The Impact of Thinking Fast and Slow on Classroom Teaching

Authors

  • Dr. Hina Munir Assistant Professor, Department of Educational Leadership and Policy Studies, University of Education, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.35484/ahss.2022(3-III)44

Keywords:

Classroom Teaching, Students’ Academic Performance, Teacher’s Pedagogical Sills

Abstract

The present research was undertaken to study the impact of thinking fast and slow in classroom teaching. Main goals of the study were explore the relation between thinking fast and slow and classroom teaching at secondary school level and to explore improvement in student academic performance by using two system of thinking fast and slow. Quantitative research method is used. The data was collected by using a questionnaire from selected sample through random sampling technique. Likert scale is used in the questionnaire. SPSS software was used for finding mean. Standard deviation and percentages of items. It was found that most of the respondents believed that teachers play an important role in classroom teaching. And System 2 provides a positive impact on students learning. Furthermore, both systems were used in the classroom teaching. Conclusions and recommendations were drawn on the basis of data analysis

AHSS-Volume-3-issue-III-(October-to-December-2022)

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Published

2022-12-24

Details

    Abstract Views: 145
    PDF Downloads: 139

How to Cite

Munir, H. (2022). The Impact of Thinking Fast and Slow on Classroom Teaching. Annals of Human and Social Sciences, 3(3), 460–467. https://doi.org/10.35484/ahss.2022(3-III)44

Issue

Vol. 3 No. 3 (2022): October to December

Section

Articles

License

Open Access

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