Relationship Between Levels of Information Skills and Knowledge Comprehension of Secondary School Students

Abstract

Information skill is a way of learning through engaging with information. Information skill includes ‘library research skills’ and ‘IT literacy’ but it is broader than these. Information skills are not just about finding and presenting information, it is about higher order analysis, synthesis, critical thinking and problem solving. It involves seeking and using information for independent learning, lifelong learning, participative citizenship and social responsibility.” (Lupton 2004). Information skills include various behaviours like: need for information, the resources available, how to find information, the need to evaluate results, how to work with the results, ethics and responsibility of use, how to communicate or share your findings, how to manage your findings Information may be available on paper, digitally, through other media such as broadcast or film, or from a colleague or friend. It may or may not be conveniently closed to hand and easily accessible, and quantifying your need and making a decision about the use of an information source may be tempered by the ease and speed with which an answer can be obtained. It focuses on six levels, defining, locating, selecting, organizing, presenting and assessing. Knowledge comprehension is more like experiential learning. It is the way of learning that how it is shaped through a learner's cognitive processes. As the metaphor of development infers, cognitive constructivist hypotheses expect that knowledge is a thing made by the mind processes instead of got from a source. It can be characterized as scholarly capacity shaped through an individual's encounters and collaborations with the earth (O'Mara et al., 2006; Valentine et al., 2004). According to Valentine et al., (2004) students, who are more involved with the utilization of their experiences are liable to take part in more accomplishment related practices, which may v incorporate managing data, get ready assignments, finishing homework, concentrating on for tests, and taking an interest in class exercises. Secondary school students from the Punjab were the population of the study. Six districts from the whole province were randomly selected. Two instruments were used to collect data. The information skills instrument was developed based on Information literacy skills continuum, k-12 (1998). Cronbach’s alpha value obtained for the whole scale was α = .92.Knowledge comprehension instrument was developed to check academic understanding of the students. Cronbach’s alpha value obtained for the whole scale was α = .92. Collected data was analysed by using descriptive statistics, correlation and independent sample t test. Results of the study revealed that there is no significant difference between the information skills of males and females. It was also clear that information skills of the science and arts students are not significantly different from each other. Knowledge comprehension of males was slightly better than females. There is statistically significant positively strong relationship between levels of information skills and knowledge comprehension of secondary school students. This means students with good information skills automatically build good understanding of their academic subjects. The findings of this study may help teachers to adopt appropriate teaching methodologies and curriculum developers to modify or plan curriculum according to the need of students.