CCTDI subscale improvements favour non-traditional methods on six of seven dispositions, with maturity not reaching significance¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Six of seven CCTDI subscales (truth-seeking, open-mindedness, analyticity, critical thinking confidence, inquisitiveness, maturity) showed significant or near-significant increases; maturity did not reach significance (p = 0.06). → Lee JuHee 2016

Evidence¶

Lee JuHee 2016¶

Lee JuHee, Lee Yoonju, Gong SaeLom, Bae Juyeon, Choi Moonki. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5025580/

q3 · i1 · quant-synthesis · r2

Subscale meta-analysis of CCTDI datasets using random effects model. Six subscales showed significant increases with printed effect sizes (e.g., truth-seeking SMD = 0.32; open-mindedness SMD = 0.37); maturity did not reach significance (p = 0.06). Only one study scored 50 or higher on open-mindedness and inquisitiveness.

"Analysis of the CCTDI subscale scores for truth-seeking (SMD: 0.32, 95 % CI: 0.01–0.47, p < .0001), open-mindedness (SMD: 0.37, 95 % CI: 0.22–0.53, p < .00001), analyticity (SMD: 0.28, 95 % CI: 0.09–0.46, p = .004), critical thinking confidence (SMD: 0.34, 95 % CI: 0.18–0.49, p < .0001), inquisitiveness (SMD: 0.36, 95 % CI: 0.21–0.52, p < .00001), and maturity (SMD: 0.16, 95 % CI: −0.01–0.32, p = 0.06) revealed a more effective increase as compared to the control group"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity — related
• Cognitive Maturity disposition scores significantly declined during the WISE Agent intervention, interpreted as de-centering of naive optimism — related
• Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer — related
• Non-traditional teaching methods significantly improve critical thinking dispositions in nursing students compared to control groups — a broader claim this one bears on
• Non-traditional teaching methods significantly improve critical thinking skills in nursing students compared to control groups — related
• Descriptive means moved in opposite directions: the treatment group's critical thinking disposition mean rose while the control group's fell — related