The intervention significantly increases educators' encouragement of student questions and reduces dictation of notes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Encouragement of students for asking questions increased significantly only in the intervention group (interaction F1,66 = 4.554, p = .037). → Gul 2014 q3 i? Dictation of notes to students decreased significantly only in the intervention group (interaction F1,70 = 4.103, p = .047). → Gul 2014 (2)

Evidence¶

Gul 2014¶

Gul, R. B., Khan, S., Ahmed, A., Cassum, S., Saeed, T., Parpio, Y., Profetto-McGrath, J., & Schopflocher, D. (2014). Enhancing Educators' Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial. International Journal of Teaching and Learning in Higher Education, 26(1), 37-54. http://www.isetl.org/ijtlhe/

q3 · i? · causal · r2

Mixed between-within ANOVA on the five-item facilitation-skills checklist rated during observed classes in the RCT. Of the facilitation items, only encouragement of student questions and note dictation changed significantly versus control; teacher-student interaction, mutual respect, and responsiveness showed non-significant changes.

"an ANOVA for teachers' encouragement to students for asking questions showed a significant interaction (interaction effect F1,66 = 4.554, p = .037) such that the increase from the first to the second observation period occurred only in the intervention group"

Gul 2014 (2)¶

Gul, R. B., Khan, S., Ahmed, A., Cassum, S., Saeed, T., Parpio, Y., Profetto-McGrath, J., & Schopflocher, D. (2014). Enhancing Educators' Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial. International Journal of Teaching and Learning in Higher Education, 26(1), 37-54. http://www.isetl.org/ijtlhe/

q3 · i? · causal · r2

Mixed between-within ANOVA on the facilitation checklist in the same RCT; note dictation was rated as undesirable for developing students' critical thinking skills. The intervention group's mean dictation rating fell from 0.25 to 0.03 while the control group's stayed near 0.31.

"an ANOVA yielded a significant interaction (interaction effect F1,70 = 4.103, p = .047) for teachers' behavior of dictating notes to their students. This behavior decreased from the first to the second observation period only in the intervention group"

Discussion¶

Related Claims¶

• A 40-hour critical thinking workshop intervention significantly increases educators' use of higher-order questions compared with a control group — related
• The intervention does not significantly change the total number of questions educators ask — related
• The intervention significantly increases educators' use of lecture with slide presentation relative to control — related