Grade 11 students taught environmental education with the Four Noble Truths method plus metacognitive techniques scored higher than traditionally taught students on pretest-adjusted posttests of global warming knowledge, awareness, decreasing behavior and critical thinking, except in the deduction aspect¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 On pretest-adjusted posttests the experimental group scored higher than the control group in knowledge, awareness, decreasing behavior and critical thinking in three aspects except deduction (p ≤ .002); the findings text says awareness and behavior were higher "in one area", while Tables 3 and 4 show significant differences in every awareness and behavior area. → Chattuchai et al. 2015

Evidence¶

Chattuchai et al. 2015¶

Chattuchai, S., Singseewo, A., & Suksringarm, P. (2015). Development of knowledge, awareness, global warming decreasing behavior and critical thinking of grade 11 students using the Four Noble Truths method with meta-cognitive techniques. Educational Research and Reviews, 10(16), 2268-2275. https://doi.org/10.5897/ERR2015.2360

q2 · i3 · large multivariate effect, partial η² = .795 · causal · r2

Two-way MANCOVA and ANCOVA of posttest scores, adjusted for pretest, from an experiment with 80 grade 11 students in two classes (40 each), the two classes randomly assigned to the FNT-with-metacognitive-techniques or traditional condition; the article reports the experimental group advantage at "p ≤.002". Table 2 prints the omnibus learning-model effect as Wilks' Lambda F(4, 69) = 66.709, p < .001, partial eta squared = .795. That figure is for the four outcomes together, analysed at the student level with one class per condition, so it does not separate the method from the class. The per-aspect ANCOVAs (Tables 3 to 5) print learning-model partial eta squared from .137 to .649 for the significant aspects and .000 for deduction (F = .004, p = .948). The tables report a significant learning-model effect in all three awareness areas and all five decreasing-behavior areas, wider than the findings text, which says "in one area" and "in an area".

"The experimental group students had more global warming knowledge, global warming awareness generally and in one area; higher global warming decreasing behavior generally and in an area; and higher critical thinking in three aspects, except for the deduction aspect, than the control group students (p ≤.002)"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Prior Biology learning outcome interacted significantly with learning model on global warming awareness, decreasing behavior and critical thinking — related
• Students in both the experimental and control groups improved on all four outcomes from pretest to posttest — related
• High prior Biology achievers showed more global warming awareness, decreasing behavior and critical thinking than low achievers, but did not differ significantly in global warming knowledge — related
• Instruction with visual materials rectified more global warming misconceptions than traditional instruction (about 40% versus about 12% success) — related
• HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity — related
• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching — a broader claim this one bears on