Critical thinking disposition progress did not differ significantly among the four groups, and the teacher-only group gained the most¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An ANOVA found the groups' CTD progress did not significantly differ. → Yavuz Akpinar 2018 q3 i? CTD increases were statistically meaningful for the teacher-only group (g=0,81) and the multiple-context-with-teacher group (g=0,29). → Yavuz Akpinar 2018 (2)

Evidence¶

Yavuz Akpinar 2018¶

Yavuz Akpinar, Özlem Şengül. (2018). Two Modalities of the Contextualized Courseware in Three Modalities of Classroom Use. TOJET: The Turkish Online Journal of Educational Technology, 17(1). https://eric.ed.gov/?id=EJ1165740

q3 · i? · causal · r2

ANOVA on CTD progress (posttest minus pretest) across the four conditions in the quasi-experiment. The article reports no significant difference among groups; equivalence was not tested.

"an ANOVA test [F(3,147)=1,936; p=0,126] revealed that the groups' CTD progress did not significantly differ"

Yavuz Akpinar 2018 (2)¶

Yavuz Akpinar, Özlem Şengül. (2018). Two Modalities of the Contextualized Courseware in Three Modalities of Classroom Use. TOJET: The Turkish Online Journal of Educational Technology, 17(1). https://eric.ed.gov/?id=EJ1165740

q3 · i? · causal · r2

Paired-samples t tests on pre and post CTD scores per group. The article reports Hedge's g of 0,81 for the teacher-only group and 0,29 for the multiple-context-with-teacher group, both increases statistically meaningful.

"the increase in both CTD scores of the student group (D) who studied the unit with a teacher only (Mpre=89,825, SD=10,007; Mpost=98,00, SD=12,798; t(39)=3,431, p=0,001), and of the student group (A) who studied the unit with a multiple context courseware and a teacher (M pre=93,475, SD =19,098; Mpost = 98,50, SD =15,165; t(39)=2,229, p=0,032) were statistically meaningful"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Infusing higher-order thinking skills into Engineering Drawing instruction produced significantly higher critical thinking disposition than conventional drill-based teaching after 8 weeks — 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