Critical thinking skills differ by academic ability, with upper academic ability pre-service teachers scoring highest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The corrected mean score of upper academic ability pre-service teachers was 7.23% higher than middle and 13.72% higher than lower academic ability peers. → Saputri 2020

Evidence¶

Saputri 2020¶

Saputri, W., Corebima, A. D., Susilo, H., & Suwono, H. (2020). QASEE: A potential learning model to improve the critical thinking skills of pre-service teachers with different academic abilities. European Journal of Educational Research, 9(2), 853-864. https://doi.org/10.12973/eu-jer.9.2.853

q2 · i? · causal · r2

ANCOVA main effect of academic ability (grouped by placement test into upper, middle, lower) on critical thinking skills in the same 107-participant quasi-experiment; LSD corrected means were 61.465 (upper), 57.316 (middle), 54.046 (lower). The article reports the academic ability p-level as 0.000.

"the corrected mean score of the upper academic ability is 7.23% higher than that of the middle academic ability pre-service teachers, and 13.72% higher than that of the lower academic ability pre-service teachers"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Under conventional learning, pre-service teachers at all ability levels obtain the lowest critical thinking scores, with upper and middle groups statistically equal — related
• The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups — related
• The interaction between learning model and academic ability significantly affects pre-service teachers' critical thinking skills — a broader claim this one bears on
• Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning — related