Domain-specific CT performance (CTEM) significantly predicted domain-general CT performance (posttest HCTA)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 CTEM scores significantly correlated with posttest HCTA scores (r = .38). → Tiruneh 2016 q3 i? In linear regression, CTEM performance significantly predicted posttest HCTA scores, with the article reporting R² = .145 (14.5% of variance explained). → Tiruneh 2016 (2)

Evidence¶

Tiruneh 2016¶

Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Education Tech Research Dev, 64, 481–505. https://doi.org/10.1007/s11423-015-9417-2

q3 · i3 · causal · r1

Pearson correlation across both groups pooled showed "the CTEM scores significantly correlated with the posttest HCTA scores", r = .38. This is a correlational finding, not causal.

"Moreover, the CTEM scores significantly correlated with the posttest HCTA scores ( r = .38, p = .01)."

Tiruneh 2016 (2)¶

Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Education Tech Research Dev, 64, 481–505. https://doi.org/10.1007/s11423-015-9417-2

q3 · i? · causal · r2

Linear regression showed "CTEM performance was a significant predictor, accounting for 14.5% of the variance in posttest HCTA scores"; the article prints R² = .145 but no standardized effect size for this finding.

"A linear regression analysis also revealed that the CTEM test explained a significant proportion of the variance on posttest HCTA performance, F(1, 87) = 14.7, p = .05, R2 = .145."

Discussion¶

Related Claims¶

• The systematically designed learning environment did not produce a significantly greater pretest–posttest improvement in domain-general CT than regular instruction — related
• Systematically designed E&M instruction based on the First Principles of Instruction model produced significantly higher domain-specific CT scores than regular instruction — related
• The type of CT measure employed (standardized vs. non-standardized; item format) influences evaluation of intervention effectiveness — related