A 40-hour critical thinking workshop intervention significantly increases educators' use of higher-order questions compared with a control group¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? After the intervention, educators in the experimental group asked significantly more higher-order questions than control-group educators, with a significant interaction effect. → Gul 2014
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 observed classroom questioning of 72 nursing educators in a randomized controlled trial. Higher-order questions per hour rose from 2.8 to 6.0 in the intervention group while staying near 2.0 in controls; the "interaction effect F1, 70 = 8.265, p = 0.005" was significant, and the between-group main effect was F1,70 = 15.173, p < 0.001.
"In an ANOVA for the number of higher -order questions, the number increased from the first to the second observation period (pre-post main effect F1,70 = 7.874, p = 0.006). However, that increase occurred only in the intervention group (interaction effect F1, 70 = 8.265, p = 0.005)"
Discussion¶
Related Claims¶
- The intervention significantly increases educators' encouragement of student questions and reduces dictation of notes — related
- The intervention does not significantly change the total number of questions educators ask — related
- The experimental class outperformed the control class on five of six critical thinking indicators, but the control class scored higher on asking and answering questions that require a reason — related
- Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth — a broader claim this one bears on
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