PBL teaching significantly improves the critical thinking skills of analysis and interpretation in English-major sophomores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group's analysis and interpretation skill scores improved significantly after the PBL experiment, while evaluation, reasoning and self-regulation did not. → Zhou 2018
Evidence¶
Zhou 2018¶
Zhen Zhou. (2018). An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p15
q2 · i? · causal · r1
Paired samples T test of the experimental group's critical thinking skills (Table 3). The article reports significant pre-post differences for analysis and interpretation, with the significance values of analysis and interpretation "less than .05"; no effect size is printed.
"The significant values of the analysis and interpretation are less than .05, and there are significant differences in the two groups. It can be seen that the level of two critical thinking skills of the experimental group has improved after the PBL teaching model experiment."
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- PBL teaching significantly improves the critical thinking temperament dimensions of analysis, openness and justice in English-major sophomores — related
- Post-test comparison shows the PBL group significantly outperformed the control group on analysis, openness and justice temperaments and analysis and interpretation skills — related
- Cooperative learning gains were large for observation and interpretation but small for analysis in 4th graders — related
- Traditional classroom teaching showed no significant improvement in students' critical thinking ability over the same period — related
- PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
- Modern teaching methods significantly improve nursing students' problem-solving abilities (SMD = 1.05) — related
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