Nurturing Reflective Thinking Skills among Prospective Teachers through a Learner-Educator Feedback System Using Google Keep
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| Title: | Nurturing Reflective Thinking Skills among Prospective Teachers through a Learner-Educator Feedback System Using Google Keep |
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| Language: | English |
| Authors: | Cyfer Shaugn G. Guising (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(2):237-263. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflection, Thinking Skills, Preservice Teachers, Feedback (Response), Computer Uses in Education, Environmental Education, Foreign Countries, Skill Development, Intervention, Student Attitudes, Computer Attitudes |
| Geographic Terms: | Philippines |
| ISSN: | 2651-5369 |
| Abstract: | Digital feedback tools are increasingly being explored as means of fostering reflective thinking in higher education. This study investigated the use of Google Keep as a tool to cultivate reflective thinking skills in an Environmental Science course among fourth-year college students at a public tertiary institution in the Philippines using both quantitative and qualitative data sources. Students used Google Keep in completing reflective tasks during discussions, enabling real-time learner-educator feedback. Quantitative data were gathered using pre- and post-administration of the Reflective Thinking Survey Questionnaire, Kember's Reflective Thinking Rubric, and the Technology Acceptance Model (TAM) Survey. Descriptive statistics and the Wilcoxon Signed-Rank Test were employed to analyze changes in reflective thinking. Results indicated a statistically significant improvement in students' reflective thinking skills (z = 3.659, p < 0.05) based on survey data. However, Kember's rubric revealed limited depth in reflective engagement, particularly in relating personal experiences to academic concepts. Findings from the TAM survey suggested strong student acceptance of Google Keep, emphasizing its perceived ease of use and functionality. Thematic analysis of responses to the Reflection Questionnaire corroborated the tool's usability and its role in promoting reflection, while also suggesting areas for interface enhancement. Overall, the findings affirm the potential of Google Keep as a practical, accessible platform for delivering feedback and cultivating reflective thinking in higher education science courses. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506422 |
| Database: | ERIC |
| Abstract: | Digital feedback tools are increasingly being explored as means of fostering reflective thinking in higher education. This study investigated the use of Google Keep as a tool to cultivate reflective thinking skills in an Environmental Science course among fourth-year college students at a public tertiary institution in the Philippines using both quantitative and qualitative data sources. Students used Google Keep in completing reflective tasks during discussions, enabling real-time learner-educator feedback. Quantitative data were gathered using pre- and post-administration of the Reflective Thinking Survey Questionnaire, Kember's Reflective Thinking Rubric, and the Technology Acceptance Model (TAM) Survey. Descriptive statistics and the Wilcoxon Signed-Rank Test were employed to analyze changes in reflective thinking. Results indicated a statistically significant improvement in students' reflective thinking skills (z = 3.659, p < 0.05) based on survey data. However, Kember's rubric revealed limited depth in reflective engagement, particularly in relating personal experiences to academic concepts. Findings from the TAM survey suggested strong student acceptance of Google Keep, emphasizing its perceived ease of use and functionality. Thematic analysis of responses to the Reflection Questionnaire corroborated the tool's usability and its role in promoting reflection, while also suggesting areas for interface enhancement. Overall, the findings affirm the potential of Google Keep as a practical, accessible platform for delivering feedback and cultivating reflective thinking in higher education science courses. |
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| ISSN: | 2651-5369 |
