Under conventional learning, pre-service teachers at all ability levels obtain the lowest critical thinking scores, with upper and middle groups statistically equal¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Saputri 2020: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? Conventional learning produced the lowest scores, and its upper academic ability group was not significantly different from its middle academic ability group. → 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 · r1

LSD comparison of combination groups in the quasi-experiment: conventional learning combinations held notation c or d, with the lowest corrected mean 43.443 for conventional lower ability. The article states conventional learning also had adverse effects on upper ability pre-service teachers.

"the pre-service teachers (the upper, middle, and lower academic ability) obtain the lowest critical thinking skills scores. Moreover, due to the implementation of conventional learning, the critical thinking skills of the upper academic ability pre-service teachers are not significantly different from those of the middle academic ability pre-service teachers, or even equal"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Critical thinking skills differ by academic ability, with upper academic ability pre-service teachers scoring highest — related
• The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups — related
• Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning — related
• The interaction between learning model and academic ability significantly affects pre-service teachers' critical thinking skills — related