Instructional model interacts with critical thinking ability in affecting argumentative writing skill¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a statistically significant interaction between learning model and critical thinking ability on argumentative writing skill (F = 4.61 > F table 4.030). → Hasani 2016

Evidence¶

Hasani 2016¶

Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573-1578. https://eric.ed.gov/?id=EJ1113515

q2 · i? · causal · r2

Two-way ANOVA on the 52-student quasi-experiment reports the interaction as significant: "the F value (4.61) > F table (4. 030)". The same table reports a significant critical thinking main effect (F = 18.15) and group effect (F = 9.65).

"The findings also suggest that there is an interaction between instructional model and critical thinking ability; the F value (4.61) > F table (4. 030)"

Discussion¶

Learner Variables¶

• Critical Thinking — moderator: an instructional effect differs with it
• Writing Skills — moderator: an instructional effect differs with it

Related Claims¶

• High critical-thinking students write better arguments under contextual than non-contextual instruction — a narrower finding that bears on this claim
• Low critical-thinking students do worse in contextual than non-contextual instruction for argumentative writing — a narrower finding that bears on this claim
• No interaction was found between learning approach and students' prior mathematical ability on critical thinking (with inconsistent printed F values) — related
• The interaction between learning model and academic ability significantly affects pre-service teachers' critical thinking skills — related
• The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups — related