The intervention does not significantly change the total number of questions educators ask¶

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

Subclaims¶

q3 i? Total questions per hour showed no significant pre-post or group difference, and the interaction was not statistically significant. → 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 in the same RCT of 72 educators. Descriptively, total questions per hour rose from 25.91 to 32.45 in the intervention group and fell from 33.17 to 24.43 in controls, but the "interaction effect F1,70 = 2.656, p = >0.05" was not statistically significant; equivalence was not tested.

"An ANOVA for the total number of questions showed no overall difference from the first to the second observation period (pre-post main effect F1,70 = .055, p > 0.05), and there was no overall difference between the intervention and control groups (between group main effect F1,70 = .005, p > 0.05)"

Discussion¶

Related Claims¶

• The intervention significantly increases educators' encouragement of student questions and reduces dictation of notes — related
• A 40-hour critical thinking workshop intervention significantly increases educators' use of higher-order questions compared with a control group — related
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related