PBL teaching significantly improves the critical thinking temperament dimensions of analysis, openness and justice 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? After 12 weeks of PBL teaching, the experimental group showed significant pre-post differences in analysis, openness and justice temperament dimensions, while the control group showed no significant differences. → 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 before and after the 12-week PBL experiment, reported in Table 3. The article reports that for analysis, openness and justice the significance values are "less than .05, which means that there are significant differences"; no effect size is printed.
"In the analysis, the values of openness and justice are less than .05, which means that there are significant differences. The experimental group was taught by the PBL teaching model, and the three critical thinking temperaments are significantly promoted."
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- PBL teaching significantly improves the critical thinking skills of analysis and interpretation 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
- Traditional classroom teaching showed no significant improvement in students' critical thinking ability over the same period — related
- PBL teaching did not significantly improve students' CET4 English scores compared with traditional teaching — related
- Descriptive means moved in opposite directions: the treatment group's critical thinking disposition mean rose while the control group's fell — related
- PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
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