The interaction between learning model and academic ability significantly affects pre-service teachers' critical thinking skills¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Saputri 2020: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? The Learnings * Academic Ability interaction was significant, indicating the effect of learning model depended on academic ability level. → Saputri 2020

Evidence¶

Saputri 2020¶

Saputri, W., Corebima, A. D., Susilo, H., & Suwono, H. (2020). QASEE: A potential learning model to improve the critical thinking skills of pre-service teachers with different academic abilities. European Journal of Educational Research, 9(2), 853-864. https://doi.org/10.12973/eu-jer.9.2.853

q2 · i? · causal · r2

Omnibus ANCOVA interaction term (Learnings * AA) in the 3x3 factorial quasi-experiment; Table 2 prints F = 4.907, Sig. .001, df = 4 for the interaction. The prose reports the p-level as 0,000, a discrepancy with the table value.

"related to the interaction between learning models and academic abilities, the p-level value obtained is 0,000, which is smaller than alpha 0.05. This means that there is a difference in the effect of the interaction of the two variables on the critical thinking skills of pre-service teachers"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Critical thinking skills differ by academic ability, with upper academic ability pre-service teachers scoring highest — a narrower finding that bears on this claim
• Under conventional learning, pre-service teachers at all ability levels obtain the lowest critical thinking scores, with upper and middle groups statistically equal — related
• The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups — related
• Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning — related
• GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72) — related
• Unscaffolded GenAI access was not associated with a significant difference in pre-service teachers' critical thinking relative to traditional learning — related