Control group showed no statistically significant pre-test to post-test change in critical thinking disposition¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's paired pre-post comparison was not statistically significant. → Fettahlıoğlu 2018

Evidence¶

Fettahlıoğlu 2018¶

Fettahlıoğlu, P., & Kaleci, D. (2018). Online Argumentation Implementation in the Development of Critical Thinking Disposition. Journal of Education and Training Studies, 6(3). https://doi.org/10.11114/jets.v6i3.2904

q2 · i? · causal · r1

Paired samples t-test on the control group (n=21); means were 4.56 pre-test and 4.42 post-test, and "no statistically significant difference has been found between them" [t(20)=1.02, p>.05]. Equivalence was not tested.

"It is observed in Table 4that teacher candidates’ point average in the pre -test is 4.56 and post-test point average is 4.42. According to the paired samples t -test applied to understand if there is a statistically significant difference between these points, no statistically significant difference has been found between them [t(20) =1.02, p> .05]."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Experimental group's critical thinking disposition improved significantly from pre-test to post-test — related
• Moodle-based online argumentation implementation improved critical thinking disposition of science teacher candidates compared with a control group — related
• A three-month WISE Agent intervention did not significantly increase sixth-graders' aggregate critical thinking disposition scores — related
• Descriptive means moved in opposite directions: the treatment group's critical thinking disposition mean rose while the control group's fell — related
• Experiment and control groups did not differ significantly on pre-test scores before the critical thinking treatment — related