Trello Virtual Learning and Its Effect on Students' Critical Thinking Skills in Essay Writing - sersc
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International Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
Trello Virtual Learning and Its Effect on Students’ Critical Thinking
Skills in Essay Writing
Mohan Rathakrishnan1, Manvender Kaur2, Hisyham Zakaria3 ,Arumugam Raman4
Abstract
The research was conducted to study “Trello”virtual learning to enhance the critical
thinking skills among upper secondary students in writing essays and to identify the level of
students’ critical thinking through different gender. Most Form Four students have problems
in identifying, understanding and integrating the context of the Malay subjects, which is
different from what they have learned from previous subjects in lower secondary. The
methodology of this study involves quantitative and qualitative research. The sample was
selected from Form Four students in two schools within the northern part of Kedah. An after-
only research design was utilised in this study. Eighty students from both schools will be
involved in the sample of this study. School X will be selected as the experimental group
(writing essays using Trello online platform to identify the idea of writing and the description
of the maturity and interaction with peers) and school Z as the control group (writing essays
using the conventional method of teaching) in Form Four Malay Language. Each selected
student has the same capabilities and qualifications as they were chosen after PT3 or Grade 3
Assessment. Researchers used a set of inferential statistics, t-test analysis. There are different
types of t-tests, depending on the sample type and the variability of the variables according to
the two groups. Research results show that the critical thinking levels of students who use Trello
online discussion are slightly better in essay writing compared to students who do not use
Trello. Trello online discussion is expected to help students improve their ability to convey
higher-order thinking skill
Keywords: Trello, Critical Thinking, Essay Writing, Form Four Student
1. Introduction
In line with the national education policy,as stated in the Education Act 1996, Malay is a
core subject in all primary and secondary schools. Malay serves as the national language and
the language of unity in Malaysia. Malay education has the potential to be upheld and expanded
internationally through information and communication technologies. Malay Language
Curriculum is hoped to prepare students to master proficiency and communicate using grammar
rules accurately, in addition to being able to disclose science from various disciplines or
subjects to develop critical thinking skills and creativity.
In expectation, the implications have not been materialised due to the many secondary school
students who are not able to master the writing skills in terms of language and content
processing essay. While writing an essay, high school students are still unable to express the
main content in a paragraph and elaborating the main contents. There was also the issue of
absence within the side contents’ description to explain the topic sentence or paragraph that
followed. Furthermore, it is also indicated that intelligence in content writing decreases.
The objectives of this study are to identify macro-level critical thinking skills among senior
students in writing essays using Trello Virtual learning.The established research question for
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
this study is: Does Trello virtual learning method highly enhance students' macro-level critical
thinking in essay writing?
2. Research Design
This study used a quasi-experimental method with the design of after-only research. Two
groups were involved in this study, the experimental group and the control group. The
experimental group used Trello's online learning method, and the control group received
conventional instruction. Both groups had a pre-test and post-test. Statistical Package for Social
Studies (SPSS) version 20 software was used to analyse the findings of the study. The type of
statistics used in this study is inference statistics. Independent sample t-tests were used to test
the hypothesis of this study.
A pre-test was conducted in both schools. The title of the essay given to the students is to
discuss the role of adolescents in national development with the word count of 200-250 words.
The time limit is 40 minutes. Examination scripts have been audited using the Macro Critical
Thinking Rubric. The inspection/audit findings were utilised to calculate the scores using the
formula of Macro Score Critical Thinking.
Conventional teaching has been done in schools within the Control group. The essay title
discussed: The Role of Youth In Fostering Unity. Disclosures by using Trello have been made
in experimental schools to enable Trello-friendly students to begin discussing new essay topics.
Post-test was conducted in experimental and control schools.
3. Literature Review
Malay subjects equip students with the ability and desire to think critically and write well on
a specific issue. The ability to write an essay is related to a framework of productive thinking
in which students' ideas are not limited to the analysis of an existing scenario, but to include
generating ideas and having consequences for the act (Baron, 1985). Only if students become
proficient in evaluating and analysing the information, they can be involved in writing
intellectually, that requires thinking Particle (Mertes, 1991).
If aspects such as thinking, enhancing knowledge and expertise are emphasized in this
subject, teachers are required to enhance student’sunderstanding in order to improve the
learning disabilities associated with appropriate domains of the learning process (Spiro, 1998).
The way teachers teach can influence how students learn. To encourage critical thinking among
students, teachers can use various strategies inanalysingwritten essays (Christine, 2002). These
strategies include effective use of computer technology (Clark. D, 2004) and different learning
genres (Felser, R.M. and Henriques E.R., 1995). Rathakrishnan. M, at.al (2017), indicates that
school students would be able to think critically by using online learning due to the comment
received from their peers on the idea they posted.
Several compelling features enable students to develop critical thinking skills. There are
many ways in which a teacher can develop cognitive strategies to encourage students' critical
thinking ability to present ideas. Eighteen features of critical macro thinking enable students to
think while writing, reading or giving ideas (Paul, 1993).
Facione (2000) states that a group of forty-six experts representing academic disciplines
from across North America participated in a research project and defined critical thinking as
“Judgment, a reflective judgment that expresses itself in the light of the evidence, context,
method, standard, and conceptualization in deciding what to believe or what to do when writing
essays” (Nurul Aishah Abdullah, Zamri Mahmood, Nor Azwa Hanum Nor Shaid, 2016).
TrelloVirtual learning, a computer network, is practised to maintain online writing at a given
time with group activities or live speaking. The term computer network has been developed in
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linguistics to describe the behaviour of listeners during verbal communication (De Kok and
Heyler, 2011).
Recent research includes works in which previous studieswerebrought to fore, such as using
Padlet, Trello and Web 2.0 online discussion tools. Twitter is also widely used today by users
to create support networks during the broadcasted content or conferences such as television
dramas, entertainment programs and other magazines. These practices are often called live
tweets. Many conferences nowadays have easy tags to allow participants to take notes, and
these simple tags can be generated by users (Marion Dork and colleagues, 2010).
The way students think depends on their reading comprehension prior to writing. Proper
essays require understanding and discussion with friends. It is suitable for friends to be co-
assessors with teachers in virtual learning so that critical thinking within students can be
highlighted.
The restructured model of Bloom's Taxonomy with six cognitive levels from easy to difficult
becomes a tool for measuring thought or response. The six levels are remembering,
understanding, applying, analysing, evaluating and creating. These six cognitive levels are used
to design lesson plans that promote effective learning (Enis, 1996).
Paul's Critical Thinking Model indicates the thinking process. However, Paul's model is not
as linear as Bloom's, butsomewhatgeneralised. In 2001, Paul and Elder introduced critical
thinking frameworks that could help students master the dimensions of their thinking. The main
focus is the "Emphasis on the judgment" which has five parts:
1. Consideration has its purpose.
2. Consideration is an attempt to solve the problem.
3. Judgment will involve assumptions.
4. Judgment is based on an opinion.
5. Judgments through database, information and evidence.
4. Research Methods
There were two groups involved in this study, the experimental group and the control group
(Figure 3.1). The independent variable in this study is Trello’s virtual teaching methods.
Meanwhile, the second group acts as the control group. A control group is a group of students
who receive conventional teaching. Conventional teaching refers to education that is not based
on Trello's virtual teaching method.
E O1 X1 O2
K O3 O4
Figure 1.An After-Only Research Design
Guidance: -
E = Experimental set
K = Control group
X1 = Trello's virtual teaching method
O1, O3 = Pre-test
O2, O4 = Post-test
Student’s macro critical thinking is measured using a macro critical thinking rubric adapted
from Paul's Critical Thinking Model that considers critical thinking as a basic structure of
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
human thought. Macro critical thinking identifies the quality of student writing and critical
thinking skills from the literature produced by each student. Four assessors were used to analyse
students' critical thinking based on their essay writing. Table 1 shows the mean scores for the
critical thinking rubric used to assess students' writing essays.
Table 1. Macro Critical Thinking Score Score Rubrics
Level Macro Critical Thinking Skill Score
Ma1 Review Arguments 6
Ma2 Analyse Arguments 5
Ma3 Associating Ideas with Different Disciplines 4
Ma4 Explain Issues Well 3
Ma5 Generate Solutions 2
Ma6 Refine Writing Results (Detecting and Removing Errors) 1
Formulas for Macro Critical Thinking Scores shown in Figure 2
F = Frequency
VRA = Value of Each Macro Critical Thinking Item
= Group Avg
Figure 2. Macro Critical Thinking Score Formula
Examples of computing macro critical thinking scores of experimental groups as indicated in
Table 2
Table 2. Macro Critical Thinking Scores for Experimental for Experimental
Groups
Student Micro Critical Thinking Skills Mark Score
MA1 MA2 MA3 MA4 MA5 MA6
1 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
2 0.00 1.00 0.00 0.00 0.00 0.00 2.00 1.82
3 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
4 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
5 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
6 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
7 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
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Vol. 29, No. 7s, (2020), pp. 815-824
8 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
9 0.00 1.00 0.00 0.00 0.00 0.00 2.00 1.82
10 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
11 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
12 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
13 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
14 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
15 2.00 0.00 0.00 0.00 0.00 0.00 2.00 1.82
16 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
17 0.00 2.00 0.00 0.00 0.00 0.00 2.00 1.82
18 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
19 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
20 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
21 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
22 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
23 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
24 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
25 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
26 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
27 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
28 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
29 0.00 1.00 0.00 0.00 0.00 0.00 2.00 1.82
30 1.00 0.00 0.00 0.00 0.00 0.00 1.00 0.91
Total 24.00 5.00 0.00 0.00 0.00 0.00 33.00 30.00
4.1. Population and Sample Sampling
Population and sample in research are groups that are the source of information needed. In
selecting the sample for this research, the researcher conducted several surveys and cross-
sectional studies to obtain more information before deciding the sample. This is to ensure that
the selected research sample canprovide essential and useful data as an outcome of this
research.
The population utilised for this study was Form Four students within the science stream,the
students were selected from rural secondary schools in a district of Kubang Pasu, Jitra, Kedah
with the total of 750 students. However, for this study, objective sampling techniques
(Sandelowski, 2000) were used for sampling. As a result, 60 students (30 students per school)
from two schools represented by two Form Four classes were determined based on specific
objectives as samples for the experimental and control groups.
4.2. Research Procedures
Before conducting the study, the researchers met with the Kubang Pasu PPD officer to
explain the purpose of the study. Subsequently, the researchers conducted a preliminary visit
to the school proposed by the Kubang Pasu PPD officer and disclosed to the school about the
purpose of the investigation, and established a good relationship with the school management.
The researchers have discussed with the school to set dates in administrating pre-written and
post-test assessment to prevent respondents from engaging in other activities at the school. Both
tests administered to the same respondent on different datesduring the pre-written test and the
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
30-day post-test. After the pre-essay writing and post-writing tests were conducted, four
lecturers reviewed the students' answers and rated the respondents based on Paul's Macro
Critical Thinking Score Score. Data from Paul's Critical Thinking Rubric Scores are stored on
a computer using SPSS software.
Students are exposed to Trello virtual learning which has been used in experimental schools to
make Trello students friendly before beginning to discuss new essay topics in the second and
third week (Figure 3). Then the title of the essay, "The Role of Adolescents in Fostering Unity"
was given, and students discussed Trello with observation.
The use of Trello's virtual learning has attracted students to compete for ideas in group
learning. Students began using various ways to search for information from the internet based
on the titles provided with the link application and did not get bored to demonstrate the ability
to upload pictures and provide different background information. Although teachers are just
introducing the learning method, many Form Four students have been smart enough to research
ideas by talking online and making links. This online learning innovation is a sign that students
are looking forward to new ways of learning.
In week four: The post-test was conducted at the experimental and control school. The title
of the essay is "The Role of Teenagers in Succeeding National Vision". Script analysis was
performed using macro critical thinking(MaCT) section.
The examination output was used to calculate the score using the macro critical thinking score
formula.Statistical Package for Social Studies (SPSS) version 20 software was used to analyse
the findings of the study.
Figure 3. Students are exposed to the use of Trello
After the test data and questionnaire were included in the software, the researchers analysed
the data using paired t-tests. Table 3 shows the macro critical thinking post scores for the
treatment groups.
Table 3. Post-Macro Critical Thinking Scores for Experimental for Experimental
Groups
Student Micro Critical Thinking Skills Mark Score
MA1 MA2 MA3 MA4 MA5 MA6
1 2.00 1.00 1.00 1.00 1.00 0.00 16 2.44
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2 2.00 1.00 0.00 1.00 1.00 0.00 13 1.98
3 2.00 1.00 0.00 0.00 0.00 0.00 4 0.61
4 1.00 0.00 0.00 0.00 1.00 0.00 6 0.91
5 2.00 1.00 0.00 1.00 0.00 0.00 8 1.22
6 1.00 0.00 0.00 0.00 0.00 0.00 1 0.15
7 1.00 0.00 0.00 1.00 0.00 0.00 5 0.76
8 2.00 2.00 0.00 0.00 1.00 0.00 11 1.67
9 1.00 1.00 1.00 1.00 1.00 0.00 15 2.28
10 1.00 1.00 0.00 0.00 0.00 0.00 3 0.46
11 1.00 0.00 0.00 0.00 0.00 0.00 1 0.15
12 1.00 0.00 0.00 1.00 0.00 0.00 5 0.76
13 2.00 1.00 0.00 0.00 0.00 0.00 4 0.61
14 1.00 0.00 0.00 0.00 1.00 0.00 6 0.91
15 1.00 1.00 1.00 1.00 0.00 0.00 10 1.52
16 1.00 1.00 0.00 0.00 0.00 0.00 3 0.46
17 1.00 1.00 0.00 1.00 1.00 0.00 12 1.83
18 2.00 0.00 0.00 0.00 0.00 0.00 2 0.30
19 1.00 0.00 0.00 1.00 0.00 0.00 5 0.76
20 1.00 1.00 0.00 1.00 0.00 0.00 7 1.07
21 1.00 1.00 1.00 0.00 0.00 0.00 6 0.91
22 2.00 0.00 0.00 0.00 1.00 0.00 7 1.07
23 1.00 1.00 1.00 1.00 0.00 0.00 10 1.52
24 1.00 0.00 0.00 0.00 0.00 0.00 1 0.15
25 1.00 0.00 0.00 1.00 0.00 0.00 5 0.76
26 1.00 0.00 0.00 1.00 1.00 0.00 10 1.52
27 1.00 1.00 1.00 0.00 0.00 0.00 6 0.91
28 1.00 0.00 0.00 1.00 0.00 0.00 5 0.76
29 2.00 0.00 0.00 0.00 1.00 0.00 7 1.07
30 1.00 1.00 0.00 0.00 0.00 0.00 3 0.46
JUMLAH 39.00 34.00 18.00 56.00 50.00 0.00 197 29.98
This study involved two groups: the treatment group and the control group. A total of 30
respondents were in the control group, while another 30 respondents were in the treatment
group. After examining the number of genders, 14 men and 16 women were found in the
treatment group. Meanwhile, the control group had 15 men and 15 women.
5. Research Findings
The findings of this study are aimed at obtaining the hypothesis of this studywhich is:
Ho1: The students' macro-level critical thinking in writing an essay using Trello virtual
learning is higher than that of students who do not use Trello virtual learning.
Based on Table 4, the Levene test obtained was not significant (p> .05). This fulfils the
assumption of homogeneityvariance between the control and treatment groups for the students'
critical thinking score. Independent sample t-tests showed that they were significant (t (58) =
−4.78, pInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
of the critical thinking level for the group using Trello's learning method was 1.80, which was
higher than the control group's mean critical thinking score of 0.99.
Table 4: Independent Sample T-test Analysis for Critical Thinking
Sisihan Ujian
Group N Min t Sig.
Piawai Levene
Control 30 .99 .70 .16 -4.78 .000
Critical
Thinking Experiment 30 1.80 .59
Study Question 1: Does Trello's Maya learning method enhances critical thinking of upper
secondary students in essay writing?
Based on Hypothesis 1, the critical thinking level of upper secondary students in writing
using Trello virtual learning is higher than students who were not using Trello virtual learning,
which indicates that the hypothesis is accepted. The mean of critical group thinking score using
Trello's virtual learning method was 1.8,while the mean group score using conventional
learning method was only 0.99. There is a difference of 0.81,which proves that Trello's Maya
learning method improves the critical thinking of upper secondary students in writing essays.
Teaching Malay depends on the teacher's knowledge of utilizing appropriate methods so that
students can write an essay effectively (Yahya B. Buntut dan Amirudin bin Yusuf, (2010).
According toTable 3: Macro Critical Thinking Scores for Experimental Groups, it was found
that the score was 197 which is significantly higher than the sum of the Macro Critical Thinking
scores for the same group, which is only 33. Table 2 shows the total Pre-scores Macro Critical
Thinking. The difference in the overall score is 164, which proves that Trello's virtual learning
method enhances the critical thinking of upper-middle-class macros in essay writing. To
encourage critical thinking among students, teachers can use a variety of strategies to think
more deeply in writing essays (Christine, 2002). Such strategies include the use of adequate
information and communication technologies (Clark. D, 2004) usage with different learning
styles (Felser, R.M. and Henriques E.R., 1995).
Table 3, the Critical Pre-Critical Thinking Scores for Experimental Groups, appears that
many students can only evaluate the argument, which is the first stage of the Macro Ma1 critical
thinking. Only a small number can analyze the argument, the second stage of Macro critical
thinking (Ma2). No student can relate ideas to different disciplines, explain issues well,
generate ideas and refine writing. But after receiving treatment, it was found that students'
critical thinking level was increasing. Referring to Table 3 of the Macro Critical Thinking
Scores for the Experimental Group, it was found that all students could evaluate the argument
(Ma1) and almost 75% of the students could analyze the argument (Ma2). A small number of
students already associate ideas with different disciplines, namely economics, politics and
history. Students can even decompose by using the current issue, a change to the new
government.
In this study, students had only three months of treatment. The proposed term is at least six
months for students to become more friendly with Trello's learning method. Based on this
study, all students, including men and women, couldn't reach the sixth level of critical thinking,
which is to purify writing. It is possible that if the treatment period is extended, the student will
be able to achieve a higher level of critical thinking.
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 815-824
6. Conclusion
This research is a preliminary study, and the results of this study only involve the level of
students’ critical thinking while writing the essay. Malay Education has the potential to be
upheld and expanded internationally through information and communication technologies. It
is, therefore, the responsibility to always provide students with the ability to master the
language and to communicate using specific grammar rules, as well as being able to express
knowledge from various disciplines or subjects while developing critical and creative thinking
skills.
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